南京大学2013年博士英语真题

南京大学2013年博士英语真题

Section I: Structure and Vocabulary (30%)

Part A (20%)

Directions: There are 20 incomplete sentences in this part. For each sentence there are four choices marked A, B, C, and D respectively. Choose the ONE that best completes the sentences. Then blacken your answer in the corresponding letter on your ANSWER SHEET with a single line through the center.

1. Shoes of this kind are ____ to slip on wet ground.

2. I bought an alarm clock with a (n) ____ dial, which can be seen clearly in the dark.

3. Her jewelry ____ under to spotlights and she became the dominant figure at the ball.

4. Put on dark glasses or the sun will ____ you and you won't be able to see.

5. In spite of the ____ economic forecasts, manufacturing output has risen slightly.

6. The fuel of the continental missile is supposed to be ____ by this device.

7. Open such arguments have the effect of ____ rather than clarifying the issues involved.

8. His _____ directions confused us, we did not know which of the two roads to take.

9. The law on drinking and driving is ____ stated.

10. We shall probably never be able to ____ the exact nature of these sub-atomic particles.

11. As a ____ actor, he can perform, sing, dance and play several kinds of musical instruments.

12. Mr. Smith became very____ when it was suggested that he had made a mistake.

13. Please do not be ____ by his offensive remarks since he is merely trying to attract attention.

14. Grain production in the world is____, but still millions go hungry.

15. Competition, they believe, ____ the national character than corrupt it.

16. The republication of the poet's most recent works will certainly____ his national reputation.

17. The music aroused an ____feeling of homesickness in him.

18. The medicine ____ his pain but did not cure his illness.

19. The work in the office was ____ by a constant stream of visitors.

20. A visitor to a museum today would notice ____ changes in the way museums are operated.

Part B (10%)

Directions: There are 10 blanks m the following passage. For each blank there are four choices marked A, B, C and D respectively beneath the passage. You should choose the ONE that is most appropriate. Then blacken your answer in the corresponding letter on your ANSWER SHEET with a single line through the center.

A deal of attention is being paid today to the so-called digital divide—the division of the world into the info (information) rich and the info poor. And that [21] ____ does exist today. My wife and I lectured about this looming danger twenty years ago. What was less invisible then, however, were the new, positive [22] ____ that work against the digital divide. Actually, there are reasons to be [23] ____.

There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more [24] ____, it is in the interest business to universalize access—after all, the more people online, the more potential [25] ____ there are. More and more enterprises, afraid their countries will be left [26] ____, want to spread Internet access. Within the next decade or two one to two billion people on the planet will be netted together. As a result, I now believe the digital divide will narrow rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for [27] ____ world poverty that we've ever had.

Of course, the use of the Internet isn't the only way to defeat poverty. And the Internet is not the only tool we have. But it has big potential.

To [28] ____ advantage of this tool, some poor countries will have to get over their outdated anti-colonial prejudices [29] ____ respect to foreign investment. Countries that still think foreign investment is an invasion of their sovereignty might well study the history of [30] ____ (the basic structural foundations of a society) in the United States. When the United States built its industrial infrastructure, it didn't have the capital to do so. And that is why America's Second Wave infrastructure — concerning roads, harbors, highways ports and so on — were built with foreign investment.

Section II: Reading Comprehension (40%)

Directions: There are five passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and blacken your answer in the corresponding letter on your Answer Sheet with a single line through the center.

Passage 1

Do you think that all human beings have a "comfort zone" regulating the distance they stand from someone when they talk? This distance varies in interesting ways among people of different cultures.

Greeks, others of the Eastern Mediterranean and many of those from South America normally stand quite close together when they talk, often moving their faces even closer as they warm up in conversation. North Americans find this awkward and often back away a few inches. Studies have found that they tend to feel most comfortable at about 21 inches apart. In much of Asia and Africa, there is even more space between two speakers in conversation. This greater space subtly lends an air of dignity and respect. This matter of space is nearly always unconscious, but it is interesting to observe.

This difference applies also to the closeness with which people sit together, the extent to which they lean over one another in conversation, how they move as they argue or make emphatic point. In the United States, for example, people try to keep their bodies apart even in crowded elevator; in Paris they take is as it comes!

Although North Americans have a relatively wide "comfort zone" for talking, they communicate a great deal with their hands not only with gesture but also with touch. They put sympathetic hand on a person's shoulder to demonstrate warmth of feeling or an arm around him in sympathy, they nudge a man in the ribs to emphasize a funny story, they put an arm in reassurance or stroke a child's head in affection; they readily take someone's arm to help him cross a street or direct him along an unfamiliar route. To many people especially those from Asia or the Moslem countries such bodily contact is unwelcome, especially if inadvertently done with the left hand. The left hand carries no special significance in the U.S. Many Americans are simply left-handed and use that hand more.

31. In terms of bodily distance, North Americans ________.

A. are similar to South Americans

B. stand farthest apart

C. fill ill at ease when too close

D. move nearer during conversations

32. It can be inferred from the passage that in a crowded elevator, a Frenchman ________.

A. would behave in the same way as an American would

B. would make no particular effort to distant himself

C. would be afraid of bodily contact

D. would do his best to leave

33. An American puts his hand on another man's shoulder ________.

A. to show apathy

B. to show passion

C. to show friendliness

D. to disguise his feeling

34. The passage mainly concerns ________.

A. distance and contact

B. body language

C. cultural differences between the East and the West

D. hand signals

Passage 2

Until men invented ways of staying underwater for more than a few minutes, the wonders of the world below the surface of the sea were almost unknown. The main problem, of course, lies in air. How could air be supplied to swimmers below the surface of the sea? Pictures made about 2,900 years ago in Asia show men swimming under the surface with air bags tied to their bodies. A pipe from the bag carried air into the swimmer's mouth. But little progress was achieved in the invention of diving devices until about 1490, when the famous Italian painter, Leonardo da Vinci designed a complete diving suit.

In 1680, an Italian professor invented a large air bag with a glass window to be worn over the diver's head. To "clean" the air a breathing pipe went from the air bag, through another bag to remove moisture, and then again to the large air bag. The plan did not work but it gave late inventors the idea of moving air around in diving devices

In 1819, a German, Augustus Siebe, developed a way of forcing air into the head covering by a machine operated above the water. Finally, in 1837, he invented the "hard-hat suit" which was to be used for nearly a century. It had a metal covering for the head and an air pipe attached to machine above the water. It also had small openings to remove unwanted air. But there were two dangers to the diver inside the "hard-hat suit". One was the sudden rise to the surface, caused by too great supply of air. The other was the crushing of the body, caused by a sudden diving into deep water. The sudden rise to the surface could kill the diver; a sudden dive could force his body up into the helmet, which could also result in death.

Gradually the "hard-hat suit" was improved so that the diver could be given a constant supply of air. The diver could then move around under the ocean without worrying about the air supply.

During the 1940s diving underwater without a special suit became popular. Instead, dive used a breathing device and a small covering made of rubber and glass over parts of the face. To improve the swimmer's speed another new invention was used: a piece of rubber shaped like giant foot, which was attached to each of the diver's own feet. The manufacture of rubber breathing pipes made it possible for divers to float on the surface of the water, observing the marine life underneath them. A special rubber suit enabled them to stay in cold water for long periods, collecting specimens of animal and vegetable life that had never been obtained in the past.

The most important advance, however, was the invention of a self-contained underwater breathing apparatus, which is called a "scuba".

Invented by two Frenchmen, Jacques Cousteau and Emile Gagnan, the scuba consists of mouthpiece joined to one or two tanks of compressed air which are attached to the diver's back. The scuba makes it possible for a diver to work 200 feet underwater or even deeper for several hours. As a result, scientists can now move around freely at great depths, learning about the wonders of the sea.

35. The main progress mentioned in this passage was ________.

A. an Italian professor invented a large air bag

B. men invented the best diving devices

C. an Italian painter designed a complete diving suit

D. an air bag

36. An invention of an Italian professor ________.

A. worked out very well

B. can "clean" the air

C. inspired later inventions

D. was used to remove moisture

37. Siebes' invention was not a perfect one, because ________.

A. too small a supply of air could result in a sudden rise to the surface

B. a sudden dive into deep water could cause the crushing of the body

C. the air pipe attached to a machine could be above the surface

D. both A and B

38. The word "scuba" is ________.

A. a certain diver's name

B. an original English word

C. named by the inventor

D. an acronym

Passage 3

In recent years, there has been a steady assault on salt from the doctors: Salt is bad for you — regardless of your health. Politicians also got on board. "There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death."

Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far. "All this hue and cry about eating salt is unnecessary”, Dr. Dustan insists. "For most of us it probably doesn't make much difference how much salt we eat." Dustan's most recent short-term study of 150 people showed that those with normal blood pressure underwent no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced.

"An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr. John H. Laragh. "So a recommendation that the whole population should avoid salt makes no sense."

Medical experts agree that everyone should practice reasonable "moderation" in salt consumption. For an average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent or one to two grams of this salt allowance would come from the natural sodium in good. The rest would be added in processing, preparation or at the table.

Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises. But even the very vocal "low salt" exponent, Dr. Arthur Hull Hayes, Jr. admits that "we do not know whether increased sodium consumption causes hypertension". In fact, there is increasing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); generic predisposition; stress.

"It is not your enemy," says Dr. Laragh, "salt is the No.1 natural component of all human tissue, and the idea that you don't need it is wrong. Unless your doctor has proven that you have salt-related health problem, there is no reason to give it up.

39. According to some doctors and politicians, the amount of salt consumed ________.

A. exhibits as an aggravating factor to people in poor health

B. cures diseases such as stroke and circulatory disorders

C. correlates highly with some diseases

D. is irrelevant to people suffering from heart disease

40. From Dr. Dustan's study we can infer that ________.

A. a low-salt diet may be prescribed for some people

B. the amount of salt intake has nothing to do with one's blood pressure

C. the reduction of salt intake can cure a hypertensive patient

D. an extremely low-salt diet makes no difference to anyone

41. In the third paragraph, Dr. Laragh implies that ________.

A. people should not be afraid of taking excessive salt

B. doctors should not advise people to avoid salt

C. an adequate to excessive salt intake is recommended for people in disease

D. excessive salt intake has claimed some victims in the general population

42. What is the main message of this text?

A. The salt scare is not justified.

B. The origin of hypertension is now found.

C. The moderate use of salt is recommended.

D. Salt consumption is to be promoted.

Passage 4

Opinion polls are now beginning to show that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. This means we shall have to make ways of sharing the available employment more widely.

But we need to go further. We must ask some primary questions about the future of work. Would we continue to treat employment as the norm? Would we not rather encourage many other ways for self-respecting people to work? Should we not create conditions in which many of us can work for ourselves, rather than for an employer? Should we not aim to revive the household and the neighborhood, as well as the factory and the office, as centers of production and work?

The industrial age has been the only period of human history in which most people's work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could provide the prospect of a better future for work. Universal employment, as its history shows, has not meant economic freedom.

Employment became widespread when the enclosures of the 17^th and 18^th centuries made many people dependent on paid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from people's homes. Later, as transportation improved, first by rail and then by road, people commuted longer distances to their places of employment until, eventually, many people's work lost all connection with their home lives and the place in which they lived.

Meanwhile, employment put women at a disadvantage. In pre-industrial time, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to paid employment, leaving the unpaid work of the home and family to his wife. Tax and benefit regulations still assume this norm today and restrict more flexible sharing of work roles between the sexes.

It was not only woman whose work status suffered. As employment became the dominant form of work, young people and old people were excluded — a problem now, as more teenager become frustrated at school and more retired people want to live active lives.

All this may now have to change. The time has certainly come to switch some effort and resources away from the idealist goal of creating jobs for all, to the urgent practical task of helping many people to manage without full time jobs.

43. Research carried out in the recent opinion polls shows that ________.

A. available employment should be restricted to a small percentage of the population

B. new jobs must be created in order to rectify high unemployment figures

C. available employment must be more widely distributed among the unemployed

D. the nowadays high unemployment figures are a truth of life

44. The arrival of the industrial age in our historical evolution meant that ________.

A. universal employment virtually guaranteed prosperity

B. economic freedom came within everyone's control

C. patterns of work were fundamentally changed

D. people's attitudes to work had to be reversed

45. The effects of almost universal employment were overwhelming in that ________.

A. the household add village community disappeared completely

B. men now traveled enormous distances to their places of work

C. the work status of those not in paid employment suffered

D. young and old people became superfluous components of society

46. The article concludes that ________.

A. the creation of jobs for all is an impossibility

B. our efforts and resources in terms of tackling unemployment are insufficient

C. people should begin supporting themselves by learning a practical skill

D. we should help those whose jobs are only part-time

Passage 5

To produce the upheaval in the United States that changed and modernized the domain of higher education from the mid-1860's to the mid-1880's, three primary causes interacted. The emergence of a half-dozen leaders in education provided the personal force that was needed. Moreover, an outcry for a fresher, more practical, and more advanced kind of instruction pros among the alumni and friends of nearly all of the old colleges and grew into a movement that overrode all conservative opposition. The aggressive "Young Yale" movement appeared, demanding partial alumni control, a more liberal spirit, and a broader course of study. The graduates of Harvard University simultaneously rallied to relieve the University's poverty and demand new enterprise. Education was pushing toward higher standard in the East by throwing off church leadership everywhere, and in the West by finding a wider range of studies and a new sense of public duty.

The old-style classical education received its most crushing blow in the citadel of Harvard University, where Dr. Charles Elliot, a young captain of thirty-five, son of a former treasurer Harvard led the progressive forces. Five revolutionary advances were made during the five years of Dr. Elliot administration. They were the elevation and amplification of entrance requirements, the enlargement of the curriculum and the development of the elective system, the recognition graduate study in the liberal arty the raising of professional training in law medicine, a engineering to a postgraduate level, and the fostering of greater maturity in student life. Standards of admission were sharply advanced in 1872-1873 and 1876-1877. By the appointment of a dean to take charge of student affairs, and a wise handling of discipline, the undergraduates were led to themselves more as young gentlemen and less as young animals. One new course of study or another was opened up — science, music, the history of the fine arts, advanced Spanish, political economy, physics, classical philosophy, and international law.

47. The passage mainly deals with ________.

A. innovations in the United States' higher education in the late 1800s

B. Harvard University graduates' success

C. the development of Harvard University

D. the aggressive "Young Yale" movement

48. According to the passage, what can be inferred about Harvard University before the innovations?

A. Courses were more practical.

B. Educators laid great stress on the maturity in student life 

C. Admission standards were higher.

D. Students were younger.

49. Which of the following can be inferred from the passage about old-style classical educations?

A. Most students majored in law.

B. The courses were too difficult.

C. The curriculum was not reasonable.

D. Students could get Master's degree.

50. Which of the following is not true?

A. Several leaders in education made great efforts to promote the educational innovations

B. Church leaders influenced education a lot before the progressive changed.

C. College entrance requirements were elevated in the late 1800s.

D. The sense of public duty was neglected in the late 1800s.

Section III: Translation (30%)

Part A (20%)

Directions: Put the following passages into Chinese.

Passage 1

In 1959 Jacoues Cousteau sounded the alarm: the Mediterranean was dying. Diving off France's southern coast, Cousteau found a marine desert that a few years earlier had teemed with fish and plants. He blamed poisons from the large urban and industrial complexes built near the sea.

Cousteau crystallized growing public concern over pollution of the world's seas and oceans. The 1960s, oil spills, chemicals and sewage were turning areas of the Baltic into toxic cesspools; heavy metals and DDT had accumulated in fish and shellfish from the Atlantic to the China Sea, causing carnage among birds that ate them and poisoning people.

Passage 2

Books are to mankind what memory is to the individual. They contain the history of our race, the discoveries we have made, the accumulated knowledge and experience of ages; they picture for us the marvels and beauties of nature; help us in our difficulties, comfort us in sorrow and in suffering, change hours of weariness into moments of delight, store our minds with ideas, fill them with good and happy thoughts, and lift us out of and above ourselves.

Part B (10%)

Directions: Put the following passage into English.

中国是世界闻名的发源地之一，有五千多年的文明史。在中国古代思想史上， 涌现出了许许多多杰出的思想家，为中华民族乃至整个人类留下了丰富的思想遗产。这些思想成果独树一帜，在漫长的历史中又不断地被阐释，被发展，很多思想对于今天的中国乃至世界而言，仍然历久弥新，极具生命力。比如，儒家学派创始人孔子“仁”的理念，“和”的思想，不仅在当代中国，在其他亚洲国家也一直备受推崇。