学位英语考试样卷(新)

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学位英语考试样卷(新)

江西理工大学硕士研究生学位英语考试样卷（新）

PART I: Writing( 25%)

Section A: Letter Writing (10%)

Suppose you want to study in a famous foreign university. Write a letter of application for it （about 100 words）

Section B: Abstract Writing (15%)

Directions: Read the following Chinese text and write an abstract of it in 80-100 English words.

伦敦市长恳请金融城员工把奖金捐赠给艺术领域，否则这座都市最重要的一种魅力可能遭到破坏。新发布的数据显示，商界对文化领域的投资正不断减少。

私人部门对艺术的支持——包括个人捐赠——于2008年达到了6.86亿英镑的峰值水平，但昨日发布的数据显示，商界投资额在去年下降了7%。一家推动艺术赞助的咨询机构——艺术与商业（Arts & Business）的一项调查显示，伦敦70%的艺术机构称，来自商界的资助额有所减少。

然而，伦敦市长在维多利亚和阿尔伯特博物馆（Victoria and Albert Museum）向艺术界领袖发表演讲时表示，在经济衰退期间，投资于艺术“比任何时候都更为重要”。他表示：“艺术和

文化不是奢侈品，而是这座城市DNA的一部分，是人们愿意来此生活和工作的原因。每10名游客中就有7名表示，这是他们来此游览的一个原因。离开伦敦的艺术，伦敦就不能称其为伦敦。”

伦敦市长的呼吁得到了老维克剧院（Old Vic）艺术总监凯文斯佩西（Kevin Spacey）的支持，他表示：“我在这里住了7年，我真诚地相信，英国在艺术和文化领域的卓越成就，是这个国家最强大的天然资源之一，但许多艺术机构正举步维艰。如果没有政治意愿，以及企业和公众的支持，它们将很难生存下去。”

伦敦市长敦促艺术界领袖去认识到，英国文化机构的成功运作对经济有一定的影响力。在英国，公共部门对戏剧产业的投资额为1.213亿英镑，但该产业却为英国创造了26亿英镑的收入。大伦敦地区政府（Greater London Authority）估计，商业创意产业为伦敦提供了50万个就业岗位，创造了200亿英镑的增加值。

PART II: Listening （25%）

Section A: Listening Comprehension: (10%)

In this section you will hear some short conversations and long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversations and the questions will be spoken only once.

After each question, there will be a pause. During the pause, you must read the four choices marked a), b), c), and d), and decide which is the best answer.

1. [A] The man is the manager of the apartment building.

[B] The woman is very good at bargaining.

[C] The woman will get the apartment refurnished.

[D] The man is looking for an apartment.

2. [A] How the pictures will turn out.

[B] Where the botanical garden is.

[C] What the man thinks of the shots.

[D] Why the pictures are not ready.

3. [A] There is no replacement for the handle.

[B] There is no match for the suitcase.

[C] The suitcase is not worth fixing.

[D] The suitcase can be fixed in time.

4. [A] He needs a vehicle to be used in harsh weather.

[B] He has a fairly large collection of quality trucks.

[C] He has had his truck adapted for cold

temperatures.

[D] He does routine truck maintenance for the woman.

5. [A] She cannot stand her boss’s bad temper.

[B] She has often been criticized by her boss.

[C] She has made up her mind to resign.

[D] She never regrets any decisions she makes.

6. [A] Look for a shirt of a more suitable color and size.

[B] Replace the shirt with one of some other material.

[C] Visit a different store for a silk or cotton shirt.

[D] Get a discount on the shirt she is going to buy.

7. [A] At a “Lost and Found”.

[B] At a reception desk.

[C] At a trade fair.

[D] At an exhibition.

8. [A] Repair it and move in.

[B] Pass it on to his grandson.

[C] Convert it into a hotel.

[D] Sell it for a good price.

Questions 9 to 10 are based on the conversation you have just heard.

9. [A] Unique descriptive skills.

[B] Good knowledge of readers’ tastes.

[C] Colourful world experiences.

[D] Careful plotting and clueing.

10. [A] A peaceful setting.

[B] A spacious room.

[C] To be in the right mood

[D] To be entirely alone.

Section B: Note taking (15%)

In this part, you will hear a passage twice. After the first time, there will be a pause of 30 seconds. Please try your best to write down the main idea and 4 details of the passage. Then listen again and check your answers.

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ __________________.

（附：Section B录音文字稿）Campus collaboration

Foreign universities find working in China harder than they expected

LIKE their counterparts around the world in just about any other industry, administrators in higher education in the West can be forgiven for looking at the writing on the wall and seeing Chinese characters. Whether for the narrow purpose of generating revenue or the broader goal of engaging more deeply with a rapidly emerging and ever more important nation, foreign universities are scrambling to recruit in China as well as to establish or expand their presence there.

Britain’s Lancaster University, New York’s Juilliard School, which specializes in music, and Duke University in North Carolina, are just the latest foreign institutions to pile into an already crowded marketplace. Other co-operative and exchange programmes in higher education are being announced almost every month. Some recruit Chinese students to foreign universities, or foreign students to Chinese ones. Others take the form of research facilities or academic-exchange centres. Some offer dual

degrees. The most ambitious involve building, staffing and operating satellite campuses in China.

None of them finds it easy to work with an academic system whose standards and values are so different from those in the West. Not least of the hurdles is maintaining scholarly independence in China’s restr ictive political environment.

The collapse of a Beijing-based undergraduate programme jointly run by two elite institutions—Yale University in America and Peking University—has highlighted some of the difficulties that foreigners face. Yale’s administrators pulled the plug in July, citing high expenses, low enrolment and weaknesses in its Chinese-language programme.

In 2007 less than a year after the programme was launched, a visiting Yale faculty member, Stephen Stearns, wrote an open letter complaining about the rampant plagiarism he claimed was being committed by many of his

Chinese students. “When a student I am teaching steals words and ideas from an author without acknowledgment, I feel cheated,” said Mr Stearns. “I ask myself, why should I teach peop le who knowingly deceive me?” He added that such practices appeared to be widely tolerated by Chinese academics, and suggested that the nation had lost its way.

However, Yale’s experience has not deterred others from coming in, with strong encouragement from the Chinese government. Officials hope such ventures will stop academic talent moving abroad, and push Chinese universities to improve.

But plagiarism, false credentials and research, and cheating on tests, remain obstacles for foreign universities in C hina. “Academic culture in China is such that the kind of value system we have in place is not part of the woodwork here,” says Denis Simon, who oversees Arizona State University’s dealings with China.

In the past year the number of Chinese institutions pa rticipating in Arizona State’s dual-degree programme, which allows participating students to gain an American and a Chinese degree, has risen from three to 33. About 95% of students achieve the grades they need to enter the fifth year of study that results in a master’s degree from Arizona State.

That high success rate, Mr Simon says, requires heavy investment in sending academic staff to China to screen candidates. “We want high-quality people with good English and the ability to pay. Given the level of fraud and fake documents, it is worth the big investment it takes for us to do it this way,” he says.

Foreign scholars collaborating with institutions in China sometimes fret about how to handle politically sensitive topics or curriculum materials. Dali Yang, who heads a research and conference centre in Beijing run by the University of Chicago, says there are few political constraints on the workshops or classes

he organises. But he suggests a need for academics to be cautious. “They have good judgment and know to be respectful of what goes on here. That doesn’t mean they have to shut up, but they know it won’t go well if they go so far that Chinese counterparts won’t be able to participate,” he says.

In November Lee Bollinger, the president of Columbia University in New York, said his institution’s academic centre in Beijing, which opened in 2009, would uphold academic “freedom and openness”. He added that if anything threatened to compromise its “fundamental values”, Columbia would have to leave China.

PART III: Reading Comprehension（25%）

Passage 1 (10%):

It doesn’t come as a surprise to you to realize that it makes no difference what you read to study if you can’t remember it. You just waste your valuable time. Maybe you have already discovered some clever ways to keep yourself from forgetting.

One dependable aid that does help you remember what you study is to have a specific

purpose or reason for reading. You remember better what you read when you know why you are reading.

Why does a clerk in a store go away and leave you when your reply to her offer to help is “No, thank you, I’m just looking”? Both you and she know that if you aren’t sure what you want, you are not likely to find it. But suppose you may say instead, “Yes, I want a pair of sun glasses.” She says, “Right this way, please.” And you and she are off—both eager to look for exactly what you want. If you are looking for nothing in particular, you are likely to get just that—nothing. But if you do know what you want, and if you have the right book, you are almost sure to get it. Your reasons will vary—they will include reading or studying “to find out more about”, “to understand the reasons for”, and “to find out how”. A good student has a clear purpose or reason for what he is doing.

That is the way it works. Before you start to study, you say to yourself something like this, “I want to know why Stephen Vincent Benet happened to write about America. I’m reading this article to find about” or, “I’m going to skim this story to see what life was like in medieval England”. Because you know why you are reading or studying, you relate the information to your purpose and remember it better.

Reading is not one single activity. At least two important processes go on at the same time. As you read, you take in ideas rapidly and accurately. But at the same time you express your own ideas to yourself as you react to what you read. You have a kind of mental conversation with the author. If you expressed your ideas orally, they might sound like this:

“Yes, I agree. That’s my opinion too” or “Umm, I thought that record was broken much earlier. I’d better check those dates,” or “But there are some other facts to be considered!” You don’t just sit there taking in ideas—you do something else, and that something else is very important.

This traditional process of thinking about what you read includes evaluating it, relating it to what you already know, and using it for your own purposes. In other words, a good reader is a critical reader. One part of critical reading, as you have discovered, is distinguishing between facts and opinions. Facts can be checked by evidence. Opinions are one’s own personal reactions. Another part of critical reading is judging sources. Still another part is drawing accurate inferences.

1. If you cannot remember what you read or study,____________

［A］it is nothing out of the ordinary.

［B］it means you have not really learned anything.

［C］it means you have not chosen the right book.

［D］you realize it is of no importance.

2. The author mentio ns “a clerk” in Paragraph

3 to _____________

［A］show that a clerk is usually very helpful.

［B］indicate the importance of reading with a purpose.

［C］suggest a clerk may be as forgetful as you are.

［D］exemplify the harmonious relationship between clerk and customer.

3. Before you start reading, it is important to

________________

［A］choose an interesting book.

［B］relate the information to your purpose.

［C］remember what you read.

［D］make sure why you are reading. 4. Reading activity involves _____________

［A］only two simultaneous process.

［B］primarily learning about ideas and evaluating them critically.

［C］merely distinguishing between facts and opinions.

［D］mainly drawing accurate inferences.

5. A good reader is one who ____________

［A］relates what he reads to his own knowledge about the subject matter.

［B］does lots of thinking in his reading.

［C］takes a critical attitude in his reading.

［D］is able to check the facts presented against what he has already known. Passage 2 (15%):

Scientists have discovered strands of genetic code linked to short sight, the most common eye disorder in the world. The findings shed light on what goes awry（出错的）to make distant objects look blurred, and raises the prospect of developing drugs to prevent the condition. Understanding the biological glitches（故障）behind short-sightedness could help researchers develop eyedrops or tablets that could be given

to children to stop their vision from failing as they get older.

Short-sightedness usually starts to manifest early on in life. The extent to which genes are to blame varies, but for those with the worst vision, around 80% of the condition is caused by genetic-factors.

Two separate studies, published in Nature Genetics journal, found variations in DNA were more common in people with short sight. Chris Hammond, at King's College, London, found one section of DNA on chromosome 15 was more common in people with short sight. Caroline Klaver, at Erasmus Medical Centre in Rotterdam, found another strand, also on chromosome 15, linked to short sight.

The variations in DNA amount to misspellings in the genetic code. These alter the activity of three genes that control the growth of the eyeball and ensure light entering the eye is converted into electrical pulses in the retina（视网膜）．The discovery helps scientists piece

together how a healthy eye becomes short-sighted and points the way to medicines to prevent it in children.

"My hope is that we can identify a pathway that we can block with eyedrops or tablets that will stop the eye growing too much and without interfering with normal brain development or other processes in the body," Hammond told the Guardian.

Treating short sight in adults is a much tougher job, as their eyeballs have already grown too long.

Children who inherit genes for short sight are not destined to have poor vision. In 2008, Kathryn Rose at the University of Sydney looked at rates of short-sightedness in Chinese schoolchildren living in Singapore and Sydney. Some 29% living in Singapore had short sight, compared with only 3% in Sydney. One possible explanation is that those living in Sydney spent more time outdoors, and so got more natural sunlight and were used to focusing on more

distant objects.

Some eye conditions are already being treated by replacing the faulty genes that cause them, but Hammond and Klaver said that too many genes contribute to short sight to make it a realistic option.

6. What does around 80% of the condition with the worst vision result from, according to the passage?

7. What will happen if the genetic code's misspellings are caused ?

8. What makes it a harder job to treat short sight in adults?

9. What’s the possible explanation for the children with genes for short sight won't necessarily have poor vision?

10. Why is it an unrealistic option to treat people with short sight by a replacement for the faulty genes ?

PARTⅣ：Translation (25%)

Section A: Translate the following into Chinese. (10%)

Good manners are necessary because we are judged by our manners. Our manners not only show what kind of education we have received

and what our social position is, but they also tend to show what our nature is. A person with good manners is always an agreeable companion, because he always thinks of others and shows respect for others.

Section B: Translate the following into English. (15%)

本文综合考虑原料采购到最终产品整个过程的物流形态及物流成本，结合铝生产企业实际加工工艺特点及生产管理要求，从物流平衡的角度构建计划模型，对企业的生产成本进行优化，最后通过企业的实际生产数据验证模型的可行性和有效性,数据结果显示，模型符合生产实际状况，具有较好的应用价值。

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