云南师范大学学位英语考试作者: 日期:专业PAPER ONEPART I VOCABULARY ( 20 min utes, 10 poi nts)Section A ( 0.5 point each)Directions: In this section there are ten sentences,each with one word or phrase un derl in ed. Choose the one from the four choices marked A, B, C and D that best keeps the meaning of the sen ten ce. The n mark the corresp onding letter on the ANSWER SHEET with a sin gle line through the cen ter.1. Outbreaks of teenage violenee here are confined to technical schools students fighting mindless.A. restrictedB. con firmedC. releva ntD. dedicated2. Something clearly disturbs Thai youth and parents who need to do something beforethi ngs get worse.A. boostsB. disruptsC. annoysD. stuns3. They came from differe nt backgro un ds, but both resorted to the use of handguns toresolve their problems.A. objected toB. took toC. amoun ted toD. turned to4. Children do not learn what it is to lose and will seek violenee to restrain their disappoin tme nt.A. releaseB. checkC. elimi nateD. restore5. Streep possesses a fragile, fleeting beauty that allows her to be as earthy and plainas she can be glamorous and radia nt.A. fragme ntaryB. perma nentC. delicateD. ten der6. Faced with such a dilemma, the top executives had to weigh one optio n aga inst another.A. scaleB. seekC. bala neeD. reject7. Despite con flicts and disagreeme nts, the fun dame ntal sympathies and similaritiesbetween the two countries will continue.A. esse ntialB. intenseC. n ecessaryD. difficult8. The car broke down about five kilometers short of the destination, so they had togo on foot.A. lack ing inB. except forC. up toD. away from9. Kant revolutionized philosophy, questioned_established authorities and placed reas on and freedom at the cen ter of his thinking.A. foun dedB. acceptedC. overthrow nD. stereotyped10.The freshmen will be in troduced to some methods of coping w ith stress anddepressi on.A. han dli ngB. executi ngC. cooperati onD. consumingSection B (0.5 point each)Directi ons: In this sect ion there are ten senten ces.Each sentence has someth ingomitted. Choose the one from the four choices marked A, B, C and D that best completes each senten ce. The n mark the corresp onding letter on the ANSWER SHEET with a single line through the center.11. I had expected to win the race, but things did not _____ at way.A. break outB. work outC. pass outD. figure out12. Anyone employing people and paying them a fair wage, in my view, makes a(n) contributi on to society.A. imme nseB. giga nticC. largeD. spacious13. I have time to enjoy family and friends, ___ activities such as reading, writing,liste ning to music and play ing sports.A. chaseB. invo IveC. pursueD. capture14. And not one of these pleasures is _____ taxation under the Internal RevenueCode.A. committed toB. subject toC. attached toD. in differe nt to15. Middle-aged ladies somehow tend t ____ weight more easily even if they arevegetaria ns.A. put onB. put upC. put forwardD. put away16. As _____ China, reform and ope nin g-up have led to substa ntial improveme nt oflives.A. in the case ofB. in the face ofC. in the name ofD. in the middle of17. Niagara Falls is a great tourist______ , drawing millions of visitors every year.A. atte nti onB. attract ionC. appo in tme ntD. arran geme nt18. The man ager spoke highly of such _____ as loyalty, courage and truthf uln essshow n by his employees.A. virtuesB. featuresC. propertiesD. characteristics19. Some old people do'like pop songs because they ca'n _______ s o much no ise.A. resistB. susta inC. tolerateD. un dergo20. Since the matter was extremely ______ , we dealt with it immediately.A. toughB. tenseC. urge ntD. in sta ntPART II CLOZE TEST ( 20 mi nutes 10 poi nts)Directions: Read the passage through. Then go back and choose one item of suitable word(s) marked A, B, C or D for each bla nk in the passage. Mark the corresp onding letter on the ANSWER SHEET with a single line through the center.Deaths and injuries from motor-vehicle accidents are reaching epidemic proporti ons in develop ing coun tries around the world, accordi ng to the World Health Orga ni zati on. Traffic accide nts in the young n atio ns of 21 amount to a social scourge (祸害)” ,and all too often the victims are young, educated Africa ns 22 in creased earning power has en abled them to buy a motorcycle or an automobile. Statistics 23 - three Latin-American countries, Chile, Costa Ricaand Venezuela, 24 that, AS in the US, traffic accidents have become the leading cause of 25 among young adults.About 250 000 people throughout the world are 26 in traffic accidents each year, and more than seven million are injured. 27_the US has the highest nu mber of people killed in traffic accide nts of 28 country （about 50 000 per year）, it has one of the lowest rates of fatalities （死亡）per motor vehicle or passenger mile, 29 , in the US there are six fatalities per 100 million passengemiles, 30 in Kenya and Uganda there are from 55 to 65 fatalities per 100 31 passengermiles. In India the fatality rate per motor vehicle is 10 to 15 times higher than it is in the US. In all countries the death rate from traffic accidents is higher for 32 than it is for females.-The majority of developing countries 33 a higher incidenee of traffic accidents involving pedestrians （行人）than of accidents 34 motor vehicles alone. Among the causes, the WHO reports, are_ 35_ roads, pedestrian ignorance of road sig ns, lack of in struct ion in the use of roads and heavy pedestria n and bicycle traffic on the roads.To 36 the grow ing epidemic of traffic accide nts, the WHO has 37 a worldwide epidemiological study of road traffic accidents and is encouraging the development of preventive programs If traffic accidents are 38 by methods similar to those used aga inst the great "killi ng diseases", the orga ni zatio n states, the prese nt epidemic of road deaths could be made to disappear39 as plague （瘟疫）and smallpox have now been 40 almost everywhere in the world.21 A. America B. Asia C. Africa D. E urope22 A. whose B. which C. as D. t hat23 A. aga inst B. with C.upon D. f rom24 A. remark B. reveal C. i nv olve D. d oubt25 A. accide nt B. jam C. crash D. d eath26 A. killed B. injured C. wounded D. i n cluded27 A. Now that B. Provided C. Once D. Although28 A.every B. some C. any D.the29 A. at last B. for example C. however D. i n additi on30 A. Because B.Before C. Whereas D. I f31 A. hun dred B. millio n C. thousand D. b illi on32 A. in habita nts B. drivers C. males D. i njured33 A. possesses B.had C. has D. h ave34 A. inv olvi ng B. containing C. result ing in D. existi ng in35 A. firm B. poor C.good D. depe ndent36 A. harde n B. study C. struggle D. c ombat37 A. overtake n B. explored C. un dertake n D. r egarded38 A. tackled B. recog ni zed C. shifted D. t hreate39 A. such B.just C.so D. a lsoned40 A. elimi nated B. knocked C. sought D. adjustedPART III READING COMPREHENSION (60 minu tes, 50 poi nts)Directions: In this part of the test, there are five short passages for you to read. Read each passage carefully, and hen do the questi ons that follow. Choose the best an swer from the four choices marked A, B, C and D and the n mark the corresp onding letter on the ANSWER SHEET with a sin gle line through the cen ter.Passage OnePeng Gon gli n was n't an importa nt man. He lived in a bare con crete house in a small village of Deng Zhua ng where wome n stoop beside ponds to scrub clothes in buckets and the men ofte n harvest crops by hand.Whe n his rice fields came up empty last October, Peng had no in flue nce and little cash. The 43-year-old farmer had spent almost all of his family's savings and borrowed more to lease the land and buy seeds.County experts in the central province of Henan tested the seeds he'd planted and determ ined that he'd bee n sold in ferior goods. Peng begged for finan cial or legal help from the local agricultural bureau and its county seed station.He took what remained of his family's money and tried to bribe two local officials to in terve ne. They accepted the meals, massages and prostitutes, but they did no thi ng in retur n, accordi ng to a letter he later wrote.Fi nally, on March 29 he returned to the county seed statio n to plead once more. Men there beat Peng about the head un til he went home, humiliated.Faci ng finan cial ruin, he carried out one last act of protest. Early the n ext morning, Peng Gon gli n's body was found hanging at the seed stati on.The story of Peng'slonely suicide reveals the pitfalls beneath the glossy surface of China's booming economy. Ordinary Chinese who've been cheated or defrauded, especially in rural areas, find themselves trapped in neo-feudal conditions with no protect ion bey ond the mercy of corrupt officials.Outsiders are sometimes baffled by the emphasis Chin ese leaders put on order and harm ony, and their crushi ng resp onse to any sig ns of un rest. From the turmoil in a village such as Deng Zhua ng, though, it's clear that the n ati on sits un easily on deep social fault lin es.41. __________________________ People like Pe ng Go nglin .A. live simple and humble lifeB. try to bribe officialsC. have no land and have to lease from othersD. hate the officials42. What happe ned to the seeds Peng Gon gli n had bought?A. They were tested in ferior.B. They were illegal.C. They were cheated.D. They were too expe nsive.43. He bribed local officials hop ing that _____ .A. they may help him get financial compensation or legal aidB. they may accept the meals, massages and prostitutesC. they may in terfere the affairD. they may offer plea for him44. Which of the following statements is NOT the reason of Peng Gongli' suicide?A. He was beate n by the men at the seed stati on and felt humiliated.B. It was his final cry for protest in the face of financial ruin.C. The desperati on was bey ond his psychological en dura nee.D. He feared that his bribe may be discovered.45. Pen g's Ion ely suicide reveals that ______ .A. the ordinary people seize n eo-feudal con diti onsB. the ordinary people can get protection if the corrupt officials ignore themC. there are social problems un der the fast develop ing economyD. people baffle the emphasis on order and harm onyPassage TwoComputers have bee n taught to play not only checkers, but also champi on ship chess, which is a fairly accurate yardstick for measuri ng the computer' progress inthe ability to lear n from experie nee.Becausethe game requires logical reasoning, chess would seem to be perfectly suited to the computer .all a programmer has to do is give the computer a program evaluat ing the con seque nces of every possible resp onse to every possible move, and the computer will win every time. In theory this is a sensible approach; in practice it is impossible. Today, a powerful computer can an alyze 40 000 moves a sec ond. That is an impressive speed. But there are an astronomical number of possible moves in chess— literally trillions. Even if such a program were written (and in theory it could be, give n eno ugh people and eno ugh time), there is no computer capable of holdi ng that much data.Therefore, if the computer is to compete at champi on ship levels, it must be programmed to function with less than complete data. It must be able to learn from experienee, to modify its own program, to deal with a relatively unstructured situation—in a word, to f hink” for itself. In fact, this can be done. Chess-playing computers have yet to defeat world champi on chess players, but several have beate n human players of only slightly lower ranks. The computers have had programs to carry them through the early, mecha ni cal stages of their chess games. But theyhave gone on from there to reas on and lear n, and sometimes to win the game.There are other proofs that computers can be programmed to learn, but this example is sufficie nt to dem on strate the point. Gran ted, winning a game of chess is not an earthshak ing eve nt eve n whe n a computer does it . But there are many serious human problems which ban be fruitfully approached as games. The Defense Departme nt uses computers to play war games and work out strategies for deali ng with intern ati onal tensions. Other problems— intern ati onal and in terpers onal relati ons , ecology and econo mics , and the ever- in creas ing threat of world famin—ca n perhaps be solved by the joint efforts of huma n beings and truly in tellige nt computers .46. The purpose of creati ng chess-play ing computers is _____ .A. to win the world chess champi onB. to pave the way for further in tellige nt computersC. to work out strategies for intern ati onal warsD. to find an accurate yardstick for measuri ng computer progress47. Today, a chess-play ing computer can be programmed to ______ .A. give trillions of responses in a second to each possible move and win the gameB. function with complete data and beat the best playersC. learn from chess-playing in the early stage and go on to win the gameD. evaluate every possible move but may fail to give the right resp onse each time48. For a computer to f hink”，it is necessary to _____ .A. mange to process as much data as possible in a sec ondB. program it so that it can learn from its experiencesC. prepare it for chess-play ing firstD. en able it to deal with un structured situati ons49. The authorsattitude towards the Defense Departme nt is_ .A. criticalB. unconcernedC. positiveD. n egative50. I n the author'op inion, _______ .A. winning a chess game is an uni mporta nt eve ntB. serious huma n problems should'be regarded as play ing a gameC. ecological problems are more urge nt to be solvedD. there is hope for more intelligent computersPassage ThreeYou have to have lived in the 1950s and 1960s to have experieneed a good economy. In the period between 1950 and 1970 it was the rule—rather than the exception—that an ordinary family, without higher education, could sustain itself dece ntly on the in come of a sin gle breadw inn er. I n 1955, whe n I was 19 and liv ing in Brooklyn, N. Y., my father, who had a sixth-grade education, maintained our family of five on a wage of $82 a week as a bookbinder. My mother taught us fairness and compassi on; my father, discipli ne and en terprise.The U. S. economy in those years was good. Then where did this good economy go? It was in flated away. The price of gold, which I take as proxy for the prices of all goods, was $35 an ounce in those years. It is at roughly ten times that price today. There is another answer, though: inflation caused the entire work force to be moved into higher tax groups, thus reduci ng after-tax purchas ing power. That is, my father s bin dery job in 1954 paid $82 a week, with $80 after deductio ns; today, at $ 820 per week the net would be $662.To ordi nary people, the economy does'look very good at all. After-tax in comes con ti nue to decreasei n purchas ing power. The jobs offered in the employme nt ads pay only a little more than the minimum wage, maybe $5 an hour, which, after payroll deduct ions, yields $4 an hour. Compare that with min imu m-wage jobs of the early 1950s, whe n 75 cents was worth toda'$7.50 before and after taxes.51. In the author' opinion, a good economy, to ordi nary people can be expressed interms of ______ .A. the amount of wageB. after-tax in comeC. the actual purchasing powerD. the minimum wage per hour52. In the period between 1950 and 1970, ______ .A. there was not much differenee in the living standards between people of higherand lower educati onB. an ordinary family of five without exception could live on one person in comeC. the in come of an ordinary family was more tha n eno ugh for buying foodD. for an average family the in come was sufficie nt to support all the members53. Today a bookb in der'wage is ten times that of the 1950' but its in come tax ratehas in creased _____ .A. 50 timesB.60timesC. 70 timesD. 80 times54. The worse ning of a bookb in derslivelihood results from ____A. his low educati on and the amount of wageB. the high-taxati on and the in come deduct ionsC. the high taxation and cost of livingD. the low wage and higher prices55. The passage implies that while the cost of liv ing is gett ing high _____ .A. the valueof labor actually is shri nkingB. the mi nimum wage level is in creas ing likewiseC. the in come tax rate is risi ng alongD. the employment ads naturally offer a higher minimum wagePassage FourCulture is one of the most challenging elements of the international marketplace.This system of learned behavior patter ns characteristic of the members of a give nsociety is con sta ntly shaped by a set of dyn amic variables: Ian guage, religi on, valuesand attitudes, mannersand customs, aesthetics, tech no logy, educati on, and social instituti ons. To cope with this system, an intern ati onal man ager n eeds both factual andinterpretive knowledge of culture. To some extent, the factual knowledge can be learned;its interpretation comes only through experienee.The most complicated problems in dealing with the cultural environment stem fromthe fact that one cannot learn culture- one has to live it. Two schools of thought exist inthe bus in ess world on how to deal with cultural diversity. One is that bus in ess is bus iness the world around, follow ing the model of Pepsi and McDon ald cases,globalization iss. I n some a fact of life; however, cultural differences are still far from conv ergi ng.The other school proposes that compa nies must tailor bus in ess approaches to individual cultures. Sett ing up policies and procedures in each country has bee ncompared to an orga n tran spla nt; the critical questio n cen ters around accepta nceorrejection. The major challenge to the international manager is to make sure that rejection is not a result of cultural myopia or eve n bli ndn ess.Fort une exam ined the intern ati onal performa nee of a doze n large compa niesthat earn 20 perce nt or more of their reve nue overseas. The intern ati on ally successfulcompanies all share an important quality: patienee. They have not rushed into situationsbut rather built their operations carefully by following the most basic bus in ess principles. These prin ciples are to know your adversary, know your audie nee, and knowyour customer.56. According to the passage, which of the following is true?A. All intern ati onal man agers can lear n culture.B. Bus in ess diversity is not n ecessary.C. Views differ on how to treat culture in bus in ess world.D. Most people do not know foreig n culture well.57. According to the author, the model of Pepsi ___ .A. is in line with the theories of the school advocat ing the bus in ess is bus iness the world aroundB. is different from the model of McDonald ' sC. shows the reverse of globalizatio nD. has conv erged cultural differe nces58. The two schools of thought ____ .A. both propose that compa nies should tailor bus in ess approaches to individual culturesB. both advocate that differe nt policies be set up in differe nt coun triesC. admit the existe nce of cultural diversity in bus in ess worldD. Both A and B59. This article is supposed to be most useful for those ___ .A. who are interested in researching the topic of cultural diversityB. who have conn ecti ons to more tha n one type of cultureC. who want to travel abroadD. who want to run bus in ess on Intern ati onal Scale60. According to Fortune, successful international compani ____ .A. earn 20 perce nt or more of their reve nue overseasB. all have the quality of patie nceC. will follow the overseas local culturesD. adopt the policy of in ternatio nalizatio nPassage FiveWhe n one looks back upon the fiftee n hun dred years that are the life spa n of the English Ianguage, he should be able to notice a number of significant truths. The history of our Ianguage has always been a history of constant chan—at times a slow, almost imperceptible change, at other times a violent collision between two Ianguages. Our Ianguage has always been a living growing organism, it has never been static. Another significant truth that emerges from such a study is that Ianguage at all times has bee n the possessi on not of one class or group but of many. At one extreme it has bee n the property of the com mon, ignorant folk, who have used it in the daily bus in ess of their liv ing, much as they have used their ani mals or the kitche n pots and pans. At the other extreme it has been the treasure of those who have respected it as an instrument and a sign of civilization, and who have struggled by writing it down to give it some permanence, order, dignity, and if possible, a little beauty.As we con sider our cha nging Ian guage, we should note here two developme nts that are of special and immediate importance to us. One is that since the time of the An glo-Sax ons there has bee n an almost complete reversal of the differe nt devices for show ing the relati on ship of words in a senten ce.A nglo-Sax on (old En glish) was a Ianguage of many inflections. Modern English has few inflections. We must now depe nd largely on word order and fun cti on words to convey the meanings that the older Ian guage did by means of cha nges in the forms of words. Function words, you should un dersta nd, are words such as prepositi ons, conjun cti ons, and a few others that are used primarily to show relati on ships among other words. A few in flect ions, however, have survived. And when some word inflections come into conflict with word order, there may be trouble for the users of the Ian guage, as we shall see later when we turn our attention to such maters as WHO or WHOM and ME or I. Thesec ond fact we must con sider is that as Ian guage itself cha nges, our attitudes toward Ianguage forms change also. The eighteenth century, for example, produced from various sources a tendency to fix the Ian guage into patter ns not always set in and grew, until at the present time there is a strong tendency to restudy and re-evaluate Ianguage practices in terms of the ways in which people speak and write.61. In contrast to the earlier linguists, modern linguists tend to ___ .A. attempt to con ti nue the sta ndardizati on of the Ian guageB. evaluate Ianguage practices in terms of current speech rather than standards or proper patter nsC. b e more concerned about the improvement of the Ianguage than its an alysisor historyD. be more aware of the rules of the Ian guage usage62. Choose the appropriate meaning for the word “ inflection ” used in line 4 ofparagraph 2.A. Chan ges in the forms of words.B. Chan ges in sentence structures.C. Chan ges in spelli ng rules.D. Words that have similar meanin gs.63. Which of the follow ing stateme nts is not men tio ned in the passage?A. 11 is gen erally believed that the year 1500 can be set as the beg inning ofthe moder n En glish Ian guage.B. Some other Ian guages had great in flue nee on the En glish Ian guage atsome stages of its developme nt.C. T he English Ianguage has been and still in a state of relatively constant change.D. M any classes or groups have contributed to the development of the En glishIan guage.64. The author of these paragraphs is probably a(an) .A. historia nB. philosopherC. an thropologistD. li nguist65. Which of the following can be best used as the title of the passage?A. The history of the En glish Ian guage.B. Our cha nging attitude towards the En glish Ian guage.C. Our cha nging Ian guage.D. Some characteristics of moder n En glish.PAPER TWO译写答题注意事项一、本试卷答题一律写在答题纸（ANSWER SHEET）上，草稿纸上的答题内容一律不予记分。