2011年重慶大學(xué)考博英語真題

希賽網(wǎng)英語頻道為同學(xué)們整理了重慶大學(xué)考博英語真題.請(qǐng)同學(xué)們多多復(fù)習(xí).專心備考。

Part I: Reading Comprehension (40%)

Section 1

Directions: There are 2 reading 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 write the corresponding letter on the Answer Sheet.

Questions 1 to 4 are based on the following passage:

Good things are commonly divided into three classes: (1) external goods, (2) goods of the soul, and (3) goods of the body. Of these, we call the goods pertaining to the soul goods in the highest and fullest sense. But in speaking of “soul”，we refer to our souPs actions and activities. Thus, our definition [of good] tallies with this opinion which has been current for a long time and to which philosophers subscribe. We are also right in defining the end as consisting of actions and activities ； for in this way the end is included among the goods of the soul and not among external goods. Also the view that a happy man lives well and fares well fits in with our definition: for we have all but defined happiness as a kind of good life and well-being. Moreover, the characteristics which one looks for in happiness are all included in our definition. For some people think that happiness is a virtue, others that it is practical wisdom, other that it is some kind of theoretical wisdom； other again believe it to be all or some of these accompanied by, or not devoid of pleasure； and some people also include external prosperity in its definition.

1.According to the passage, the greatest goods are those that.

A. create prosperity B. are spiritual 0. are intellectual D. create happiness

2.The word tallies means.

A. keeps countB. RecordsC. LabelsD. corresponds

3.The author’s definition of happiness in paragraph 2 is related to the definition of good in that.

A. living a good life will bring you happiness

B.happiness is the same as goodness

C.happiness is often sacrificed to attain the good

D.all things that create happiness are good things

4.The author's main purpose in the last paragraph is to.

A.show that different people have different definitions of happiness

B.provide guidelines for good behavior

C.prove that his definition of happiness is valid

D.explain the relationship between happiness and goodness

Questions 5 to 12 are based on the following passage:

ihave said that all branches of knowledge are connected together, because the subject-matter of knowledge is intimately united itself [???]. Hence it is that the sciences, into which our knowledge may be said to be cast，have multiple bearings on one another, and an internal sympathy, and admit，or rather demand, comparison and adjustment. They complete, correct, and balance each other. This consideration, if well-founded, must be taken into account, not only as regards the attainment of truth, which is their common end,

but as regards the influence which they excise upon those whose education consists in the study of them, i have already said, that to give undue prominence to one is to be unjust to another； to neglect or supersede these is to divert those from their proper object. It is to unsettle the boundary lines between science and science, to disturb their action, to de-

stroy the harmony which binds them together. Such a proceeding will have a corresponding effect when introduced into a place of education. There is no science but tells a differ-

ent tale, when viewed as a portion of a whole, from what it is likely to suggest when taken by itself without the safeguard, as i may call it, of others.

Let me make use of an illustration. In the combination of colors, very different effects are produced by a difference in their selection and juxtaposition； red, green, and white, change their shades, according to the contrast to which they are submitted. And, in like manner, the drift and meaning of a branch of knowledge varies with the company in which

it is introduced to the student. If his reading is confined simply to one subject, however such division of labor may favor the advancement of a particular pursuit, a point into which i do not here enter, certainly it has a tendency to contract his mind. If it is incorporated with others, it depends on those others as to the kind of influence that it exerts upon him. Thus the Classics, which in England are the means of refining the taste, have in France subserved the spread of revolutionary and deistical doctrines.[…]In a like manner, i suppose, Arcesilas would not have handled logic as Aristotle, nor Aristotle have criticized poets as Plato； yet reasoning and poetry are subject to scientific rules.

It is a great point then to enlarge the range of studies which a university professes, even for the sake of the students； and, though they cannot pursue every subject which is

open to them, they will be the gainers by living among those and under those who represent the whole circle. This i conceive to be the advantage of a seat of universal learning,

considered as a place of education. An assemblage of learned men, zealous for their own sciences, and rivals of each other, are brought, by familiar intercourse and for the sake of

intellectual peace, to adjust together the claims and relations of their respective subjects of investigation. They learn to respect, to consult and to aid each other. Thus is created a

pure and clear atmosphere of thought, in which the student also breathes, though in his own case he only pursues a few sciences out of the multitude. He profits by an intellectual

tradition, which is independent of particular teachers, which guides him in his choice of subjects, and duly interprets for him those which he chooses. He apprehends the great outlines of knowledge, the principles on which it rests, the scale of its parts, its light and its shades, its great points and its little, as he otherwise cannot apprehend them. Hence it is that his education is called “Liberal”, a habit of mind is formed which lasts through life, of which the attributes are, equitableness, calmness, moderation, and wisdom； or what in a former discourse i have ventured to call a philosophical habit. This then i would assign as the special fruit of the education furnished at a university, as contrasted with other places of teaching or modes of teaching. This is the main purpose of a university in its treatment of its students.

5.The main idea of the first paragraph is that.

A. each science should be studied independently

B.the sciences are interrelated

C.the boundary lines between each of the sciences should be clearer

D.it is difficult to attain a proper balance among the science

6.By the sciences, the author means.

A.the physical sciences only

B.educational methodologies

C.the physical and social sciences

D.all branches of knowledge, including the physical and social sciences and the humanities

7.The word excise most nearly means.

A. RemoveB.CompeteC. ImposeD. arrange

8.By using the word safeguard, the author suggests that.

A. each science has its own specific safety guidelines

B.it is not safe to study the sciences

C.the more one knows, the safer one will feel

D.one should choose a second area of specialization as a backup in case the first does not work out

9.The purpose of the second paragraph is to.

A. compare and contrast different branches of knowledge

B.develop the idea presented in the previous paragraph

C.state the main idea of the passage

D.present an alternative point of view

10.The word apprehends as used in line 33 and 34 means.

A. UnderstandsB.CapturesC. FearsD. believes

11.Which of the following best describes the author’s idea of a liberal education?

A. in-depth specialization in one area

B.An emphasis on the arts rather than the sciences

C.a broad scope of knowledge in several disciplines

D.Training for a scientific career

12.The author believes that a university should.

I.have faculty representing a wide range of subjects and philosophies

II.teach students how to see the relationships among ideas

III.teach students to understand and respect other points of view

IV.teach students liberal rather than conservative ideals

A I and II only B I, II, and III Cl and IV D IV only

Section 2

Directions: Read the following passage carefully and answer the questions. Write your answers on the ANSWER SHEET.

Question 13 -18

The following passage has six sections A-F. Choose the most suitable heading for each section from the list of headings below. Write the appropriate numbers i-ix in boxes ^3 -^8 on the Answer Sheet. 

List of Headings

iThe probable effects of the new international trade agreement

iiThe environmental impact of modern farming

iiiFarming and soil erosion

ivThe effects of government policy in rich countries

vGovernments and management of the environment

viThe effects of government policy in poor countries

viiFarming and food output

viiiThe effects of government policy on food output

ixThe new prospects for world trade

Section A

The role of governments in environmental management is difficult but inescapable. Sometimes, the state tries to manage the resources it owns, and does so badly. Often,

however, governments act in an even more harmful way. They actually subsidize the exploitation and consumption of natural resources, a whole range of policies, from farm-price

support to protection for coal-mining, do environmental damage and (often) make no economic sense. Scrapping them offers a two-fold bonus: a cleaner environment and a more

efficient economy. Growth and environmentalism can actually go hand to hand, if politicians have the courage to control the vested interest that subsidies create.

Section B

No activity affects more of the earth’s surface than farming. It shapes a third of the planet’s land area, not counting Antarctica, and the proportion is rising. World food output

per head has risen by 4 percent between the 1970s and 1980s, mainly as a result of increases in yields from land already in cultivation, but also because more land has been

brought under the plough. Higher yields have been achieved by increases irrigation, better crop breeding, and a doubling in the use of pesticides and chemical fertilizers in the 1970s and 1980s.

Section C

All these activities may have damaging environmental impacts. For example, land clearing for agriculture is the largest single cause of deforestation ； chemical fertilizers and

pesticides may contaminate water supplies； more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion ； and the spread of monoculture and use of high-yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests of diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries. The United States, where the most careful measurements have been done, discovered in 1982 that about one-fifth of its farmland was losing topsoil at a rate likely to diminish the soil’s productivity. The country subsequently embarked upon a program to convert 11 percent of its cropped land to meadow or forest. Topsoil in India and China is vanishing much faster than America.

Section D

Government policies have frequently compounded the environmental damage that farming can cause in rich countries, subsidies for growing crops and price supports for

farm output drive up the price of land. The annual value of these subsidies is immense: about 250 billion, or more than all World Bank lending in the 1980s. To increase the output

of crops per acre, a farmer’s easiest option is to use more of the most readily available inputs: fertilizers and pesticides. Fertilizer use doubled in Denmark in the period 1960 一 1985 and increased in The Netherlands by 150 percent. The quantity of pesticides applied has risen too: by 69 percent in 1975 -1984 in Denmark, for example, with a rise of 115 percent in the frequency of application in the three years from 1981.

In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The most dramatic example was that of New Zealand, which scrapped most farm support in 1984. a study of the environmental effects, conducted in 1993, found that the end of fertilizer subsidies had been followed by a fall in fertilizer use (a fall compounded by the decline in world commodity prices, which cut farm incomes). The removal of subsidies also stopped land-cleaning and over-stocking, which in the past had been the principal causes of erosion. Farms began to diversify. The one kind of subsidy whose removal appeared to have been bad for the environment was subsidy to manage soil erosion.

In less enlightened countries, and in the European Union, the trend has been to reduce rather than eliminate subsidies, and to introduce new payments to encourage farmers

to treat their land in environmentally friendlier ways, or to leave it fallow. It may sound strange but such payments need to be higher than the existing incentives for farmers to

grow food crops. Farmers, however, dislike being paid to do nothing. In several countries, they have become interested in the possibility of using fuel produced from crop resi-

dues either as a replacement for petrol (as ethanol) or as fuel for power stations (as biomass). Such fuels produce far less carbon dioxide than coal or oil, and absorb carbon dioxide as they grow. They are therefore less likely to contribute to the greenhouse effect. But they are rarely competitive with fossil fuels unless subsidized and growing them does no less environmental harm than other crops.

Section E

In poor countries, governments aggravate other sorts of damage. Subsidies for pesticides and artificial fertilizers encourage farmers to use greater quantities than are needed to

get the highest economic crop yield, a study by the international Rice Research institute of pesticide use by farmer in South East Asia found that, with pest-resistant varieties of rice,

even moderate applications of pesticide frequently cost farmers more than they saved. Such waste puts farmers on a chemical treadmill: bugs and weeds become resistant to poi-

sons, so next year’s poison must be more lethal. One cost is to human health. Every year some 10，000 people die from pesticide poisoning, almost all of them in the developing

countries, and another 400, 000 become seriously ill. As for artificial fertilizers, their use world-wide increased by 40 percent per unit of farmed land between the mid-1970s and

late 1980s，mostly in the developing countries. Overuse of fertilizers may cause farmers to stop rotating crops or leaving their land fallow. That, in turn, may make soil erosion worse.

Section F

a result of the Uruguay Round of world trade negotiations is likely to be a reduction of 36 percent in the average levels of farm subsidies paid by the rich countries in 1986 -

1990. Some of the world’s food production will move from Western Europe to regions where subsidies are lower of non-existent, such as the former communist countries and parts of the developing world. Some environmentalists worry about this outcome. It will undoubtedly mean more pressure to convert natural habitat into farmland. But it will also have many desirable environment effects. The intensity of farming in the rich world should decline, and the use of chemical inputs will diminish. Crops are more likely to be grown in the environments to which they are naturally suited. And more farmers in poor countries will have the money and the incentive to manage their land in ways that are sustainable in the long run. That is important. To feed an increasingly hungry world, farmers need every incentive to use their soil and water effectively and efficiently.

Question 19 -22

Complete the table below using the information in sections b and c of the reading passage above， Choose your answers A-G from the box below the table and write them in boxes 19 -22 on the ANSWER sheet

Questions 23 -27

For each of the following questions or unfinished statements，there are four choices marked A, B,C，and D. You should decide on the best choice and write the corresponding letter on the ANSWER SHEET.

23.Research completed in 1982 found that in the United States soil erosion.

A. reduced the productivity of farmland by 20 percent

B.was almost as severe as in India and China

C.was causing significant damage to 29 percent of farmland

D.could be reduced by converting cultivated land to meadow of forest

24.By the mid-1980s，farmers in Denmark.

A. used 50 percent less fertilizer than Dutch farmers

B.used twice as much fertilizer as they had in 1960

C.applied fertilizer much more frequently than in 1960

D.more than doubled the amount of pesticide they used in just 3 years

25.Which one of the following increased in New Zealand after 1984?

A. farming incomes 巳.use of fertilizer C. over-stocking D. farm diversification

26.The writer refers to some rich countries as being “l(fā)ess enlightened than New Zealandbecause.

A. they disapprove of paying farmers for not cultivating the land

B.their new fuel crops are as harmful as the ones they have replaced

C. their policies do not recognize the long-term benefit of ending subsidies

D. they have not encouraged their farmers to follow environmentally friendly practices

27.The writer believe that the Uruguay Round agreements on trade will?

A. encourage more sustainable farming practices in the long run

B.do more harm than good to the international environment

C. increase pressure to cultivate land in the rich countries

D. be more beneficial to rich than to poor countries

Question 28

From the list below choose the most suitable title for the reading passage above. Write the appropriate letter A-E in box 28 on the ANSWER SHEET.

Part II: Cloze (15%)

Directions: There are 15 blanks in the following passage. For each blank please choose one word from the table. You should choose the ONE that best fits into the passage. Write your answer on the ANSWER SHEET.

In the earthquake and tsunami, Japan faces its most serious crisis in a generation. The terrible human toll is still being [29] ，even as relief efforts accelerate, the estimate of lives lost have [30] from a few hundred in the- hours after the flooding to projections surpassing 10, 000. And [31 ] the humanitarian scale of the disaster is coming into [32] the ultimate scope of the crises at the Fukushima Daiichi，F(xiàn)ukushima Daini, and Onagawa nuclear power plants remains [33] as does the extent of damage to critical infrastructure [34] the country’s North Pacific coast.

In the midst of the disaster, economists and policy makers are [35]with the delicate task of assessing the implications of current events for Japan’s already-tenuous

economic [36] . The analysis is far-reaching in its relevance, not least because of Japan’s position [37] the world’s third-largest economy, the challenges it already faces in moving toward fiscal sustainability and its role in supporting global financial markets, [38] currency markets and the market for U. S. treasuries.

In [39] of the earthquake, the economic [40] for Japan was already fairly dim. The economy was projected to grow [41 ] just 1. 7 percent in 2011，according to consensus estimates, roughly half the [42] of the United States. Significant new fiscal [43] to support the economy was largely ruled out given the country’s already substantial budget deficit. At nearly 200 percent, the country’s gross debt-to-GDP ratio is second only to Zimbabwe’s，though its net debt is roughly half that level and servicing cost remain low.

Part III:Translation (15%)

Directions: There is one passage below in this part. Read it carefully and translate it into Chinese. Write your translation on the ANSWER SHEET.

According to United Nations date, the US is still the largest manufacturing country in the world. In 2009, American manufacturing output was about 45%larger than China’s The

US has also maintained its global share of manufacturing, at 20%in 2009 compared to just over 22%in 1980. What’s more, American manufacturing is becoming more productive. In 2009，productivity in US manufacturing increased by 7. 7%，more than any other country. So why do so many Americans think the US doesn’t make anything anymore? Part of the reason is that we are decided by what we see every day. Shopping through your local supermarkets, you’re going to see a lot of “Made in China” labels on things like clothing or electronics. The US tends to make stuff that requires more technology and engineering know-how, like planes, semiconductors and machinery. Basic economics tells us that is exactly how things should be. Since China has so many low-wage laborers, there is no way high wage America can possibly compete in products that require teams of workers to manufacture, like toys, apparel, consumer electronics, and a lot of other stuff you’ll find on Wal-Mart shelves. Making such products in the US would simply be too expensive. But the US still is very competitive in the types of products that demand a high level of technology, engineering and capital to produce. In such industries, wages don’t matter quite as much, and the US can capitalize on its clear advantage over emerging markets like China in expertise ,technology and innovation. That’s why the US sells Boeing aircraft to China, and the Chinese sell blue jeans to Americans.

And it is here where we find the big challenge for China as a manufacturer going forward. Though there are some Chinese companies that are able to successfully compete in

these more complicated industries —telecom equipment maker Huawei, for example, which has gone head-to-head with European makers —but generally speaking Chinese

manufacturing is lagging in technology, quality control, managerial and engineering expertise, and other very important aspects of high-end manufacturing.

Part IV: Writing (20%)

Directions: Write an essay about 200 words on the following topic. Please write on the ANSWER SHEET.

Some people believe that a rage of technology available has increased the gap between rich people and poor people, but others believe it has opposite effects. Discuss both views and give your opinion.

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