-
名
姓
号
密
学
）
业
专
、
术
学
（
别
类
封
）
域
领
（
业
专
线
院
学
重庆大学硕士研究生《英语
》课程试卷<
/p>
(B
类
)
2013~2014
学年
第
一
学期（秋）
开课学院：
课程编号
：
考试日期：
2014.1.9
考试方式：
开卷
闭卷
考试时间：
120
分钟
题
二
三
四
考试
计分
口试
平时
课堂
号
一
考勤
课程
成绩
50%
20%
作业
表现
10%
10%
10%
成绩
得
分
硕
士
生
B
类
答题
纸
英
语
班
次
：
_____
__________
Answer
Sheet
Part I.
Reading
Comprehension ( 40 points, 1-10
20points; 11-20
20points)
1.
(
)
2. (
)
3. (
)
4. (
)
5. (
)
6.
(
)
7. (
)
8. (
)
9. (
)
10. (
)
11. (
)
12. (
)
13. (
)
14. (
)
15. (
)
16.(
)
17.(
)
18.(
)
19..(
)
20.(
)
Part II.
Translation from English to Chinese (
20 points)
Part III.
Translation from Chinese to English (
20 points )
Part
IV
.
Writing ( 20
points)
(
请写在背面，
Please
write your composition on the reverse side.)
命
题
（
组
< br>题
）
人
：
李
雁
审
题
人
：
黄
萍
命
题
时
间
：
2013.12
研
究
生
院
制
重庆大学硕士研究生《英语
》课程试卷
2013
～
2014
学年
第
一
学期
硕士生
B
类
Part I:
Reading
Comprehension
40%
Directions
:
Read
the following passages carefully and then select
the
best answer from the four choices
given to answer the questions or to
complete the statements that follow
each passage. Write your answer
on your
Answer Sheet.
Passage One
We might marvel at the progress made in
every field of study, but the
methods
of testing a person’s knowledge and
ability remain as primitive
as
ever
they
were.
It
really
is
extraordinary
that
after
all
these
years,
educationists
have
still
failed
to
device
anything
more
efficient
and
reliable than examinations. For all the
pious claim that examinations test
what
you
know,
it
is
common
knowledge
that
they
more
often
do
the
exact
opposite.
They
may
be
a
good
means
of
testing
memory,
or
the
knack of
working rapidly
under extreme pressure,
but they can tell
you
nothing about a person’s true ability
and aptitude.
As
anxiety-makers,
examinations
are
second
to
none.
That
is
because
so
much
depends
on
them.
They
are
the
mark
of
success
of
failure in
our
society. Your whole future may be decided in
one fateful
day.
It
doesn’t
matter
that
you
weren’t
feeling
very
well,
or
that
your
mother died. Little
things
like that don’t count: the exam
goes on. No one
can give of his best
when he is in mortal terror, or after a sleepless
night,
yet this is precisely what the
examination system expects him to do. The
moment a child begins school, he enters
a world of vicious competition
where
success
and
failure
are
clearly
defined
and
measured.
Can
we
wonder
at
the increasing number of
‘drop
-
outs’:
young people who are
written
off as utter failures before they have even
embarked on a career?
Can we be
surprised at the suicide rate among students?
A good education should,
among other things, train you to think for
yourself. The examination system does
anything but that. What has to be
learnt is rigidly laid down by a
syllabus, so the student is encouraged to
memorize. Examinations do not motivate
a student to read widely, but to
restrict
his
reading;
they
do
not
enable
him
to
seek
more
and
more
knowledge, but induce cramming. They
lower the standards of teaching,
for
they
deprive
the
teacher
of
all
freedoms.
Teachers
themselves
are
often judged by examination results and
instead of teaching their subjects,
they are reduced to training their
students in exam techniques which they
despise. The most successful candidates
are not always the best educated;
they
are the best trained in the technique of working
under duress.
The results
on which so much depends are often nothing more
than a
subjective assessment by some
anonymous examiner. Examiners are only
human. They get tired and hungry; they
make mistakes. Yet they have to
mark
stacks of hastily scrawled scripts in a limited
amount of time. They
work under the
same sort of pressure as the candidates. And their
word
carries weight. After a
judge’s decision you have the right of
appeal, but
not
after
an
examiner’s.
There
must
sure
ly
be
many
simpler
and
more
effective
ways
of
assessing
a
person’s
true
abilities.
Is
it
cynical
to
suggest
that
examinations
are
merely
a
profitable
business
for
the
institutions
that
run
them?
This
is
what
it
boils
down
to
in
the
last
analysis.
The
best
comment
on
the
system
is
this
illiterate
message
recently scrawled on
a wall: ‘I
were a teenage drop-out and
now I are a
teenage
millionaire.’
1.
The main idea of this passage is
A.
examinations exert a pernicious influence on
education.
B. examinations are
ineffective.
C. examinations are
profitable for institutions.
D.
examinations are a burden on students.
2. The author’s attitude toward
examinations is
A.
detestable.
B. approval.
C.
critical.
D. indifferent.
3. The fate of students is decided by
A. education.
B.
institutions.
C. examinations.
D. students themselves.
4. According to the author, the most
important of a good education is
A. to
encourage students to read widely.
B.
to train students to think on their own.
C. to teach students how to tackle
exams.
D. to master his fate.
5. Why does the author
mention court?
A. Give an example.
B. For comparison.
C. It
shows the result of court is more effective.
D.
It
shows
that
teachers’
evolutions
depend
on
the
results
of
examinations.
Passage Two
Pop
stars
today
enjoy
a
style
of
living
which
was
once
the
prerogative only of
Royalty
．
Wherever they go,
people turn out in their
thousands
to
greet
them
．
The
crowds
go
wild
trying
to
catch
a
brief
glimpse
of
their
smiling,
colorfully
dressed
idols.
The
stars
are
transported in their
chauffeur driven Rolls-Royces, private helicopters
or
executive
aeroplanes
．
They are
surrounded by a permanent entourage of
managers,
press
agents
and
bodygu
ards
．
Photographs
of
them
appear
regularly in the press and all their
comings and goings are reported, for,
like Royalty, pop stars are
news
．
If they enjoy many of
the privileges of
Royalty, they
certainly share many of the inconveniences as
well
．
It is
dangerous
for
them
to
make
unscheduled
appearances
in
public
．
They
must
be
constantly
shielded
from
the
adoring
crowds
which
idolize
them
．
They are no
longer private individuals, but public
property
．
The
financial rewards they receive for this
sacrifice cannot be calculated, for
their rates of pay are
astronomical
．
And
why
not?
Society
has
always
rewarded
its
top
entertainers
lavishly
．
The
great days of Hollywood have become legendary:
famous
stars enjoyed fame, wealth and
adulation on an unprecedented
scale
．
By
today’s
standards,
the
excesses
of
Hollywood
do
not
seem
quite
so
spectacular
．
A
single gramophone record nowadays may earn much
more
in royalties than the films of the
past ever did
．
The
competition for the
title
‘
Top of the Pops’
is fierce, but the
rewards are truly colossal
．
It is only
right that the stars should be paid in this
way
．
Don’t the top
men in industry earn enormous salaries
for the services they perform to
their
companies and their countries? Pop stars earn vast
sums in foreign
currency
–
often
more
than
large
industrial
concerns
–
and
the
taxman
can
only
be
grateful
fro
their
massive
annual
contributions
to
the
exchequer
．
So who
would begrudge them their rewards?
It’s
all
very
well
for
people
in
humdrum
jobs
to
moan
about
the
successes
and
rewards
of
others
．
People
who
make
envious
remarks
should remember that
the most famous stars represent only the tip of
the
iceberg
．
For
every famous star, there are hundreds of others
struggling to
earn a
living
．
A man working in a
steady job and looking forward to a
pension at the end of it has no right
to expect very high
rewards
．
He has
chosen security and peace of mind, so
there will always be a limit to what
he
can earn
．
But a man who
attempts to become a star is taking enormous
risks
．
He knows at
the outset that only a handful of competitors ever
get
to
the
very
top
．
He
knows
that
years
of
concentrated
effort
may
be
rewarded with complete
failure
．
But he knows, too,
that the rewards for
success are very
high indeed: they are the recompense for the huge
risks
involved and if he achieves them,
he has certainly earned
them
．
That’s
the
essence of private
enterprise
．
6.
The sentence “Pop stars’ style of
living was once the prerogative
only of
Royalty
A. their
life was as luxurious as that of
royalty
．
B. They enjoy what once
only belonged to the
royalty
．
C. They are rather
rich
．
D. Their way of living was
the same as that of the
royalty
．
7.
What is the
author’s attitude toward top stars’ high
income?
A. Approval
．
B.
Disapproval
．
C.
Ironical
．
D.
Critical
．
8. It can be inferred from
the passage ___________
A. people are blind in idolizing
stars
．
B. successful Pop stars
give great entertainment
．
C. there exists fierce competition in
climbing to the top
．
D. the taxes they have paid are
great
．
9. What
can we learn from the passage?
A.
Successful man should get high-income
repayment
．
B. Pop
stars made great contribution to a
country
．
C. Pop
stars can enjoy the life of
royalty
．
D.
Successful men represent the tip of the
iceberg
．
10.
Which paragraph covers the main idea?
A. The first
．
B. The second
．
C. The third
．
D. The fourth
．
Passage Three
Day-dreaming is
generally viewed as an impractical, wasteful
activity:
one should be doing something
useful, not just sitting or walking
around with ‘one’s head in the
clouds
. But rather than being of little
worth, the capacity to fantasize is a
priceless skill, a thoroughly useful
tool, a tool for all seasons.
Day-dreaming is an
essential ingredient in most, if not all, creative
processes. In the pursuit of innovation
and development, many
organizations
have been try
ing over recent years ‘to
capture the
day-dreaming
process
’
by formalizing and
institutionalizing the process
in
creative seminars. Workshops where employees sit
around
‘brainstorming’ and ‘being
creative’ are now mushrooming. But do they
work? To a certain extent they can, but
not always. There are instances
of
outside consultants setting up brainstorming
sessions for companies
where the
chairperson or director gives his or her ideas
first. In doing so,
they set the
parameters as no one wants to contradict or
overrule the
boss. True brainstorming,
like true daydreaming, however, knows no
boundaries, no hierarchies and no
fears. The intention is not to
disparage such activities, but they are
too over-controlled and do not
even
mimic the environment needed to day-dream and
create. But they
do show how the
creative force, so frequently despised before, is
creeping into the mainstream, even if
in a contained manner. Very
contained,
in fact.
So where to begin?
Day-dreaming or fantasizing is discouraged in
children, so that by the time they are
adults it has been completely
removed.
While one would not want to have all children
sitting around in
a kind of
hypothyroidic haze of daydreaming bliss, those
most naturally
inclined to it should be
given space to dream and their ability nurtured.
Creativity comes out of the unusual and
needs space, in fact lots of space,
to
develop. Yet, life is based on mediocrity and so
society demands that
creative flair be
knocked out of someone when they are young so that
they can conform.
As adults, then, it is by and large
more difficult to day-dream in general.
The limitations have been set by others
early on and by subtle reminders
to
keep people in place. Individuals in danger of
deviating from the norm
are kept in
their place by a permanent flow of seemingly
innocent
comments designed to induce
conformity (
‘I don’t like that.’ ‘That
won’t
work.’
quite often
delivered subconsciously. Fortunately, the die-
hard
day- dreamers/creators manage to
struggle through.
Dreaming
spots
For some of us, coffee shops,
pubs or public places where people are
moving around are ideal spots for day-
dreaming. Or, indeed, somewhere
where
there is running water, by a river or stream. The
constant
-
-
-
-
-
-
-
-
-
上一篇：常用函电 100句
下一篇：车载诊断标准ISO+15765_2中文