04年全国研究生入学考试英语试题及参考答案
Section I Listening Comprehension
Directions：
This section is designed to test your ability to understand spokenEnglish. You will hear a selection of recorded materials and you must answerthe questions that accompany them. There are three parts in this section， Part A， Part B and Part C.
Remember， while you are doing the test， you should first put down your answers in your test booklet. At theend of the listening comprehension section， you willhave 5 minutes to transfer all your answers from your test booklet to ANSWERSHEET 1.
Now look at Part A in your test booklet.
Part A
Directions：
For questions 1 - 5， you will hear a talkabout the geography of Belgium. While you listen， fillout the table with the information you have heard. Some of the information hasbeen given to you in the table. Write only 1 word or number in each numberedbox. You will hear the recording twice. You now have 25 seconds to read thetable below. （5 points）
Part B
Directions：
For Questions 6-10， you will hear aninterview with Mr. Saffo from the Institute for the Future. While you listen， complete the sentences or answer the questions. Use not more than 3words for each answer. You will hear the recording twice. You now have 25seconds to read the sentences and questions below. （5points）
What is Saffo according to himself？
The Institute for the Future provides services to private companiesand
The Institute believes that to think systematically about thelong-range future is
To succeed in anything， one should beflexible， curious and
What does Saffo consider to be essential to the work of a team？
Part C
Directions：
You will hear three pieces of recorded material. Before listening toeach one， you will have time to read the questionsrelated to it. While listening， answer each question bychoosing A， B， C or D. Afterlistening， you will have time to check your answers.You will hear each piece once only. （10 points）
Questions 11-13 are based on the following talk about namingnewborns. You now have 15 seconds to read Questions 11-13.
11. What do we often do with the things we love？
[A] Ask for their names. [B] Name babiesafter them.
[C] Put down their names. [D] Choose namesfor them.
12. The unpleasant meaning of an old family name is often overlookedif
[A] the family tree is fairly limited.
[B] the family tie is strong enough.
[C] the name is commonly used.
[D] nobody in the family complains.
13. Several months after a baby‘s birth， itsname will
[A] show the beauty of its own.
[B] develop more associations.
[C] lose the original meaning.
[D] help form the baby‘s personality.
Questions 14 - 16 are based on the biography of Bobby Moore， an English soccer player. You now have 15 seconds to read Questions14 - 16.
14. How many matches did Moore play during his professional career？
[A] 90. [B] 108. [C]180. [D] 668.
15. In 1964， Bobby Moore was made
[A] England‘s footballer of the year.
[B] a soccer coach in West Germany.
[C] a medalist for his sportsmanship.
[D] a number of the Order of the British Empire.
16. After Moore retired from playing， thefirst thing he did was
[A] editing Sunday Sport.
[B] working for Capital Radio.
[C] managing professional soccer teams.
[D] developing a sports marketing company.
Questions 17 - 20 are based on the following talk on the city ofBelfast. You now have 20 seconds to read Questions 17 - 20.
17. Belfast has long been famous for its
[A] oil refinery. [B] linen textiles.
[C] food products. [D] deepwater port.
18. Which of the following does Belfast chiefly export？
[A] Soap. [B] Grain. [C] Steel. [D] Tobacco.
19. When was Belfast founded？
[A] In 1177. [B] In 1315.
[C] In the 16th century. [D] In the 17thcentury.
20. What happened in Belfast in the late 18th century？
[A] French refugees arrived.
[B] The harbor was destroyed.
[C] Shipbuilding began to flourish.
[D] The city was taken by the English.
You now have 5 minutes to transfer all your answers from your testbooklet to ANSWER SHEET 1.
Section IIUse of English
Directions： Read the following text. Choosethe best word（s） for each numberedblank and mark A， B， C or D onANSWER SHEET 1. （10 points）
Many theories concerning the causes of juvenile delinquency （crimes committed by young people） focuseither on the individual or on society as the major contributing influence.Theories （21） ____ on theindividual suggest that children engage in criminal behavior （22） ____ they were not sufficientlypenalized for previous misdeeds or that they have learned criminal behaviorthrough （23） ____ with others.Theories focusing on the role of society that children commit crimes in （24） ____ to their failure to rise abovetheir socioeconomic status （25） ____ as a rejection of middle-class values.
Most theories of juvenile delinquency have focused on children fromdisadvantaged families， （26） ____ the fact that children from wealthy homes also commit crimes. The lattermay commit crimes （27） ____lack of adequate parental control. All theories， however， are tentative and are （28） ____ to criticism.
Changes in the social structure may indirectly （29） ____ juvenile crime rates. For example， changes in the economy that （30） ____ to fewer job opportunities for youth and rising unemployment （31） ____ make gainful employmentincreasingly difficult to obtain. The resulting discontent may in （32） ____ lead more youths into criminalbehavior.
Families have also （33） ____ changes these years. More families consist of one parenthouseholds or two working parents； （34） ____， children are likely to have lesssupervision at home （35） ____was common in the traditional family （36） ____. This lack of parental supervision is thought to be aninfluence on juvenile crime rates. Other （37） ____ causes of offensive acts include frustration or failure inschool， the increased （38） ____ of drugs and alcohol， and the growing （39） ____ of child abuse and child neglect.All these conditions tend to increase the probability of a child committing acriminal act， （40） ____ adirect causal relationship has not yet been established.
21.[A] acting [B] relying [C] centering [D] cementing
22.[A] before [B] unless [C] until [D] because
23. [A] interactions [B] assimilation [C] cooperation [D] consultation
24. [A] return [B] reply [C] reference [D] response
25. [A] or [B] but rather [C] but [D] or else
26.[A] considering [B] ignoring [C] highlighting [D] discarding
27. [A] on [B] in [C]for [D] with
28. [A] immune [B] resistant [C] sensitive [D] subject
29. [A] affect [B] reduce [C] chock [D] reflect
30. [A] point [B] lead [C] come [D] amount
31. [A] in general [B] on average [C] by contrast [D] at length
32. [A] case [B] short [C] turn [D] essence
33. [A] survived [B] noticed [C] undertaken [D] experienced
34. [A] contrarily [B] consequently [C] similarly [D] simultaneously
35. [A] than [B] that [C] which [D] as
36. [A] system [B] structure [C] concept [D] heritage
37. [A] assessable [B] identifiable [C] negligible [D] incredible
38. [A] expense [B] restriction [C] allocation [D] availability
39. [A] incidence [B] awareness [C] exposure [D] popularity
40. [A] provided [B] since [C] although [D] supposing
Section III Reading Comprehension
Part A
Directions： Read the following four texts.Answer the questions below each text by choosing A， B， C or D. Mark your mowers on ANSWER SNEET 1. （40 points）
Text 1
Hunting for a job late last year， lawyerGant Redmon stumbled across CareerBuilder， a jobdatabase on the Internet. He searched it with no success but was attracted bythe site‘s“personal search agent”。 It’s an interactivefeature that lets visitors key in job criteria such as location， title， and salary， then E-mails them when a matching position is posted in the database. Redmonchose the keywords legal， intellectual property， and Washington， D.C. Three weeks later， he got his first notification of an opening.“I struck gold，‘says Redmon， who E-mailed his resume to theemployer and won a position as in-house counsel for a company.
With thousands of career-related sites on the Internet， finding promising openings can be time-consuming and inefficient.Search agents reduce the need for repeated visits to the databases. Butalthough a search agent worked for Redmon， careerexperts see drawbacks. Narrowing your criteria， forexample， may work against you：“Everytime you answer a question you eliminate a possibility.”says one expert.
For any job search， you should start with anarrow concept——what you think you want to do——then broaden it.“None of theseprograms do that，”says another expert.“There‘s nocareer counseling implicit in all of this.”Instead， thebest strategy is to use the agent as a kind of tip service to keep abreast ofjobs in a particular database； when you get E-mail， consider it a reminder to check the database again.“I would notrely on agents for finding everything that is added to a database that mightinterest me，”says the author of a job-searching guide.
Some sites design their agents to tempt job hunters to return. WhenCareerSite‘s agent sends out messages to those who have signed up for itsservice， for example， itincludes only three potential jobs——those it considers the best matches. Theremay be more matches in the database； job hunters willhave to visit the site again to find them——and they do.“On the day after wesend our messages， we see a sharp increase in ourtraffic，”says Seth Peets， vicepresident of marketing for CareerSite.
Even those who aren‘t hunting for jobs may find search agentsworthwhile. Some use them to keep a close watch on the demand for their line ofwork or gather information on compensation to arm themselves when negotiatingfor a raise. Although happily employed， Redmonmaintains his agent at CareerBuilder.“You always keep your eyes open，”he says. Working with a personal search agent means having anotherset of eyes looking out for you.
41. How did Redmon find his job？
[A] By searching openings in a job database.
[B] By posting a matching position in a database.
[C] By using a special service of a database.
[D] By E-mailing his resume to a database.
42. Which of the following can be a disadvantage of search agents？
[A] Lack of counseling. [B] Limited numberof visits.
[C] Lower efficiency. [D] Fewer successfulmatches.
43. The expression“tip service”（Line 4， Paragraph 3） most probably means
[A] advisory. [B] compensation. [C] interaction. [D] reminder.
44. Why does CareerSite‘s agent offer each job hunter only three joboptions？
[A] To focus on better job matches.
[B] To attract more returning visits.
[C] To reserve space for more messages.
[D] To increase the rate of success.
45. Which of the following is true according to the text？
[A] Personal search agents are indispensable to job-hunters.
[B] Some sites keep E-mailing job seekers to trace their demands.
[C] Personal search agents are also helpful to those alreadyemployed.
[D] Some agents stop sending information to people once they areemployed.
Text 2
Over the past century， all kinds ofunfairness and discrimination have been condemned or made illegal. But oneinsidious form continues to thrive： alphabetism. This， for those as yet unaware of such a disadvantage， refers to discrimination against those whose surnames begin with aletter in the lower half of the alphabet.
It has long been known that a taxi firm called AAAA cars has a bigadvantage over Zodiac cars when customers thumb through their phonedirectories. Less well known is the advantage that Adam Abbott has in life overZo？ Zysman. English names are fairly evenly spreadbetween the halves of the alphabet. Yet a suspiciously large number of toppeople have surnames beginning with letters between A and K.
Thus the American president and vice-president have surnames startingwith B and C respectively； and 26 of George Bush‘spredecessors （including his father） had surnames in the first half of the alphabet against just 16 inthe second half. Even more striking， six of the sevenheads of government of the G7 rich countries are alphabetically advantaged （Berlusconi， Blair， Bush， Chirac， Chrétien andKoizumi）。 The world’s three top central bankers （Greenspan， Duisenberg and Hayami） are all close to the top of the alphabet， even if one of them really uses Japanese characters. As are the world‘s fiverichest men （Gates， Buffett， Allen， Ellison and Albrecht）。
Can this merely be coincidence？ One theory， dreamt up in all the spare time enjoyed by the alphabeticallydisadvantaged， is that the rot sets in early. At thestart of the first year in infant school， teachers seatpupils alphabetically from the front， to make it easierto remember their names. So short-sighted Zysman junior gets stuck in the backrow， and is rarely asked the improving questions posedby those insensitive teachers. At the time the alphabetically disadvantaged maythink they have had a lucky escape. Yet the result may be worse qualifications， because they get less individual attention， as well as less confidence in speaking publicly.
The humiliation continues. At university graduation ceremonies， the ABCs proudly get their awards first； bythe time they reach the Zysmans most people are literally having a ZZZ.Shortlists for job interviews， election ballot papers， lists of conference speakers and attendees： all tend to be drawn up alphabetically， and theirrecipients lose interest as they plough through them.
46. What does the author intend to illustrate with AAA A cars andZodiac cars？
[A] A kind of overlooked inequality.
[B] A type of conspicuous bias.
[C] A type of personal prejudice.
[D] A kind of brand discrimination.
47. What can we infer from the first three paragraphs？
[A] In both East and West， names areessential to success.
[B] The alphabet is to blame for the failure of Zo Zysman.
[C] Customers often pay a lot of attention to companies‘names.
[D] Some form of discrimination is too subtle to recognize.
48. The 4th paragraph suggests that
[A] questions are often put to the more intelligent students.
[B] alphabetically disadvantaged students often escape form class.
[C] teachers should pay attention to all of their students.
[D] students should be seated according to their eyesight.
49. What does the author mean by“most people are literally having aZZZ”（Lines 2-3， Paragraph 5）？
[A] They are getting impatient.
[B] They are noisily dozing off.
[C] They are feeling humiliated.
[D] They are busy with word puzzles.
50. Which of the following is true according to the text？
[A] People with surnames beginning with N to Z are oftenill-treated.
[B] VIPs in the Western world gain a great deal from alphabetism.
[C] The campaign to eliminate alphabetism still has a long way togo.
[D] Putting things alphabetically may lead to unintentional bias.
Text 3
When it comes to the slowing economy， EllenSpero isn‘t biting her nails just yet. But the 47-year-old manicurist isn’tcutting， filling or polishing as many nails as she‘dlike to， either. Most of her clients spend $12 to $50weekly， but last month two longtime customers suddenlystopped showing up. Spero blames the softening economy.“I’m a good economicindicator，”she says.“I provide a service that peoplecan do without when they‘re concerned about saving some dollars.”So Spero isdownscaling， shopping at middle-brow Dillard’sdepartment store near her suburban Cleveland home， instead of Neiman Marcus.“I don‘t know if other clients are going to abandon me， too”she says.
Even before Alan Greenspan‘s admission that America’s red-hot economyis cooling， lots of working folks had already seensigns of the slowdown themselves. From car dealerships to Gap outlets， sales have been lagging for months as shoppers temper theirspending. For retailers， who last year took in 24percent of their revenue between Thanksgiving and Christmas， the cautious approach is coming at a crucial time. Already， experts say， holiday sales are off 7percent from last year‘s pace. But don’t sound any alarms just yet. Consumersseem only concerned， not panicked， and many say they remain optimistic about the economy‘s long-termprospects， even as they do some modest belt-tightening.
Consumers say they‘re not in despair because， despite the dreadful headlines， their ownfortunes still feel pretty good. Home prices are holding steady in mostregions. In Manhattan，“there’s a new gold rushhappening in the $4 million to $10 million range， predominantly fed by Wall Street bonuses，”says brokerBarbara Corcoran. In San Francisco， prices are stillrising even as frenzied overbidding quiets.“Instead of 20 to 30 offers， now maybe you only get two or three，”saysjohn Deadly， a Bay Area real-estate broker. And mostfolks still feel pretty comfortable about their ability to find and keep a job.
Many folks see silver linings to this slowdown. Potential homebuyers would cheer for lower interest rates. Employers wouldn‘t mind a littlefewer bubbles in the job market. Many consumers seem to have been influenced bystock-market swings， which investors now view as anecessary ingredient to a sustained boom. Diners might see an upside， too. Getting a table at Manhattan’s hot new Alain Ducasserestaurant need to be impossible. Not anymore. For that， Greenspan & Co. may still be worth toasting.
51. By“Ellen Spero isn‘t biting her nails just yet”（Line 1， Paragraph 1）， the author means
[A] Spero can hardly maintain her business.
[B] Spero is too much engaged in her work.
[C] Spero has grown out of her bad habit.
[D] Spero is not in adesperate situation.
52. How do the public feel about the current economic situation？
[A] Optimistic. [B] Confused. [C] Carefree. [D] Panicked.
53. When mentioning“the $4 million to $10 million range”（Lines 3-4， Paragraph 3） the author is talking about.
[A] gold market. [B] real estate.
[C] stock exchange. [D] venture investment.
54. Why can many people see“silver linings”to the economic showdown？
[A] They would benefit in certain ways.
[B] The stock market shows signs of recovery.
[C] Such a slowdown usually precedes a boom.
[D] The purchasing power would be enhanced.
55. To which of the following is the author likely to agree？
[A] A now boom， on the horizon.
[B] Tighten the belt， the single remedy.
[C] Caution all right， panic not.
[D] The more ventures， the more chances.
Text 4
Americans today don‘t place a very high value on intellect. Ourheroes are athletes， entertainers， and entrepreneurs， not scholars. Even ourschools are where we send our children to get a practical education——not to pursueknowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualismin our schools aren’t difficult to find.
“Schools have always been in a society where practical is moreimportant than intellectual，”says education writerDiane Ravitch.“Schools could be a counterbalance.”Razitch‘s latest bock， Left Back： A Century of Failed SchoolReforms， traces the roots of anti-intellectualism inour schools， concluding they are anything but acounterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life ofthe mind leaves them vulnerable to exploitation and control. Without theability to think critically， to defend their ideas andunderstand the ideas of others， they cannot fullyparticipate in our democracy. Continuing along this path， says writer Earl Shorris，“We will become asecond-rate country. We will have a less civil society.”
“Intellect is resented as a form of power or privilege，”writes historian and professor Richard Hofstadter inAnti-Intellectualism in American life， a Pulitzer Prizewinning book on the roots of anti-intellectualism in US politics， religion， and education. From the beginningof our history， says Hofstadter， our democratic and populist urges have driven us to reject anythingthat smells of elitism. Practicality， common sense， and native intelligence have been considered more noble qualitiesthan anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thoughtschooling and rigorous book learning put unnatural restraints on children：“We are shut up in schools and college recitation rooms for 10 or 15years and come out at last with a bellyful of words and do not know athing.”Mark Twain‘s Huckleberry Finn exemplified American anti-intellectualism.Its hero avoids being civilized——going to school and learning to read——so hecan preserve his innate goodness.
Intellect， according to Hofstadter， is different from native intelligence， aquality we reluctantly admire. Intellect is the critical， creative， and contemplative side of themind. Intelligence seeks to grasp， manipulate， re-order， and adjust， while intellect examines， ponders， wonders， theorizes， criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadtersays our country‘s educational system is in the grips of people who“joyfullyand militantly proclaim their hostility to intellect and their eagerness toidentify with children who show the least intellectual promise.”
56. What do American parents expect their children to acquire inschool？
[A] The habit ofthinking independently.
[B] Profound knowledge of the world.
[C] Practical abilities for future career.
[D] The confidence in intellectual pursuits.
57. We can learn from the text that Americans have a history of
[A] undervaluing intellect.
[B] favoring intellectualism.
[C] supporting school reform.
[D] suppressing native intelligence.
58. The views of Ravish and Emerson on schooling are
[A] identical. [B] similar.
[C] complementary. [D] opposite.
59. Emerson， according to the text， is probably
[A] a pioneer of education reform.
[B] an opponent of intellectualism.
[C] a scholar in favor of intellect.
[D] an advocate of regular schooling.
60. What does the author think of intellect？
[A] It is second to intelligence.
[B] It evolves from common sense.
[C] It is to be pursued.
[D] It underlies power.
Part B
Directions：
Read the following text carefully and then translate the underlinedsegments into Chinese. Your translation should be written clearly on ANSWERSHEET 2.（10 points）
The relation of language and mind has interested philosophers formany centuries. （61） The Greeksassumed that the structure of language had some connection with the process ofthought， which took root in Europe long before peoplerealized how diverse languages could be.
Only recently did linguists begin the serious study of languagesthat were very different from their own. Two anthropologist-linguists， Franz Boas Edward Sapir， were pioneers indescribing many native languages of North and South America during the firsthalf of the twentieth century. （62） We are obliged to them because some of these languages have sincevanished， as the peoples who spoke them died out orbecame assimilated and lost their native languages. Other linguists in theearlier part of this century， however， who were less eager to deal with bizarre data from “exotic”language， were not always so grateful. （63） The newly described languages were oftenso strikingly different from the well studied languages of Europe and SoutheastAsia that some scholars even accused Boas and Sapir of fabricating their dataNative American languages are indeed different， so muchso in fact that Navajo could be used by the US military as a code during WorldWar II to send secret messages.
Sapir‘s pupil， Benjamin Lee Whorf， continued the study of American Indian languages. （64） Being interested in the relationship oflanguage and thought， Whorf developed the idea that thestructure of language determines the structure of habitual thought in asociety. He reasoned that because the structure of habitual thought in asociety. He reasoned that because it is easier to formulate certain conceptsand not others in a given language， the speakers ofthat language think along one track and not along another. （65） Whorf came to believe in a sort oflinguistic determinism which， in its strongest form， states that language imprisons the mind， and that the grammatical patterns in a language can produce far-reachingconsequences for the culture of a society. Later， thisidea became to be known as the Sapir-Whorf hypothesis， but this term is somewhat inappropriate. Although both Sapir and Whorfemphasized the diversity of languages ，Sapir himselfnever explicitly supported the notion of linguistic determinism.
SectionⅣWriting
66. Directions：
Study the following drawing carefully and write an essay in whichyou should
1） describe the drawing.
2） interpret its meaning， and.
3） support your view with examples.
You should write about 200 words neatly on ANSWER SHEET 2.（20 points）
sectionI Listening Comprehension （20 points）
Part A （5 points）
1. highlands；
2. 20；
3. mild；
4. November；
5. 22.
Part B （5 points）
6. A （technology）forecaster；
7. government agencies；
8. （a）meaningful（exercise）；
9. open to change；
10.Trust and cooperation.
Part C （10 points）
11.D 12.B 13.C 14.D 15.A 16.C 17.B 18.A 19.A 20.C
sectionII Use of English（10 points）
21.C 22.D 23.A 24.D 25.A 26.B 27.C 28.D 29.A 30.B 31.A 32.C 33.D 34.B 35.A36.B 37.B 38.D 39.A 40.C
sectionIII Reading Comprehension（50 points）
Part A （40 points）
41.C 42.A 43.D 44.B 45.C 46.A 47.D 48.C 49.B 50.D 51.D 52.A 53.B 54.A 55.C56.C 57.A 58.D 59.B 60.C
Part B （10 points）
61.希腊人认为，语言结构与思维过程之间存在着某种联系。这一观点在人们尚未认识到语言的千差万别以前就早已在欧洲扎下了根。
62.我们之所有感激他们（两位先驱），是因为在此之后，这些（土著）语言中有一些已经不复存在了，这是由于说这些语言的部族或是消亡了，或是被同化而丧失了自己的本族语言。
63.这些新近被描述的语言与已经得到充分研究的欧洲和东南亚地区的语言往往差别显著，以至于有些学者甚至指责Boas和Sapir编造了材料。
64. Whorf对语言与思维的关系很感兴趣，逐渐形成了这样的观点：在一个社会中，语言的结构决定习惯思维的结构。
65. Whorf进而相信某种类似语言决定论的观点，其极端说法是：语言禁锢思维，语言的语法结构能对一个社会的文化产生深远的影响。
sectionIV Writing（20 points）
66. （略）
评分标准
I听力：
A节：5小题，每题1分，共5分。
B节：5小题，每题1分，共5分。
C节：10小题，每题1分，共10分。
A、B两节对大、小写（专有名词除外）和标点符号不做要求，英、美拼法均可接受，但拼写错误不给分。
II英语知识运用：20小题，每题0.5分，共10分。
III阅读理解：
A节：20小题，每题2分，共40分。
B节：5小题，每题2分，共10分。
如果句子译文扭曲原文意思，该句得分最多不得超过0.5分。
如考生就一道题目给出两种或两种以上的译法，若均正确，给分：若其中译法错误，应酌情扣分，扣分不得超过1分。
汉语错误字，不个别扣分，按整篇累计扣分。在不影响意思的前提下，满三个错别字扣0.5分，无0.25扣分。
IV写作：1题，20分。
本题以通篇分档计分，记分标准如下：
20－17分内容切题，包括题中所列的各项要求；清楚表达其内涵，文字连贯；句式有变化，句子结构和用词正确。文章长度符合要求。
16－13分内容切题，包括题中所列的各项要求；比较清楚地表达其内涵，文字基本连贯；句式有一定变化，句子结构和用词错误较少。文章长度符合要求。
12－9分内容切题，基本包括题中所列的各项要求；基本清楚地表达其内涵；句子结构和用词有一些错误。文章长度符合要求。
8－5分内容基本切题，基本包含题中所列的各项要求，语句可以理解，但有较多的句子结构和用词错误。文章长度基本符合要求。
4－1分基本按要求写作，但只有少数句子可理解。
0分文不切题，语句混乱，无法理解。
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