2016年武汉科技大学考研真题620外国语专业综合

1、2016年攻读硕士学位研究生入学考试试题科目名称：外国语专业综合（二A卷 B卷）科目代码：620考试时间:3小时 满分150分可使用的常用工具："无计算器 直尺 圆规（请在使用工具前打V）注意：所有答题内容必须写在答题纸上，写在试题或草稿纸上的一律无 效；考完后试题随答题纸交回。码号证题考准答要不内线封密本试卷由A, B两部分构成；选择题的答案，请考生在答题册上先标 明大题，然后再按小题顺序写出小题的阿拉伯数字及相应的最佳答案字 母代号。所有题目均须用英语答卷。共七大题，98个小题，小题连续编号。誊写答案时，请按下列格式：Part A Comprehe nsive En glishI

2、. Synonyms1. 2.3.4.56.7.8.9 .10.II. Structure.31.32.33.34.35III. Sentence paraphrase.46. IV. Readi ng comprehe nsion.51.52.53.54.55业 专 考 报Part B Lin guisticsV. Gen eral li nguistics kno wledge.71.72.73.74.75VI. Explain the terms.91.92. VII. An swer the questi ons.96.97.98.Part A: Comprehensive Engli

3、shI. Vocabulary. (30X1'=0 points)ssDirections: In this part, there are 30 sentences, each with an underline word or phrase. Following each sentence are four choices marked A, I C and D. Choose the one that is closest inmeaning to the underlined word or expression.1. There must be heavy wind outs

4、ide as I can see clouds are scudd ing acrethe sky.A. slashi ng B. slidi ngC. flippi ngD. grewli ng2. The former USSR dis in tegrated in the early 1990s, result ing in the eccurre nee of many n ewly in depe ndent coun tries.A. marooned B. afflicted C. collapsed D. scampered3. Nowadays it seems that e

5、very one scrambles for opport un ities to makemore mon ey.A. denies B. struggles C. stridesD.jags4. The n ews of nu clear radiati on leakage sent a shudder of horror throughthe people.A. recess B. alchemy C. quiverD.appeal5. The spectator burst into loud applause of approval whe n he fini shed hissp

6、eech about how to live more gree nly.A. swarm B. bridleC. halterD. clapp ing6. He had been one of Lily smost fervent admirers, sending her a poem hehimself wrote every day.A. passi on ate B. dilige nt C. oblivious D. decisive7. He was stridi ng toward the entran ce, so I had to be quick to catch up

7、withhim.A. staggeri ngB. wan deri ng C. marchi ngD. float ing8. Many villages stood forlorn in the win ter mist, bare and bleak.A. uprightB. desertedC. stillD. modulate9. Whe n the n ati on is in peril, how can one talk about home?A. haltB. debtC. deficitD. dan ger10. Tramps go from place to place g

8、etting food and money by taking occasi onal jobs or begg ing.A. Vagra nts B. Resista nts C. JoggersD. Sloths11. Usually in win ter seas on, a flu epidemic is easy to break out, caus ing a lot of death.A. symptomB. curre ntC. diseaseD. populace12. People wish to show their gratitude for the help she

9、has given them.A. satisfacti on B. tha nksC. sin cerityD. affect ion13. He spe nt the rest of his life, deb unking those who sacrifice the14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.A. belittli ngB. implori ngC. i nspiri ngD. criticiz ingThe People' Congress is drafting some laws to prote

10、ct vanishing Chin ese species.A. disappeari ng B. surg ing C. perplex ing D. stump ing Tom tottered in, an empty bottle in hand. He must be drunk.A. dashedB. strodeC.marchedD.staggeredHe in troduced his speech with a humorous an ecdote.A. lege ndB. adve ntureC.no velD.storyOur party believes in enco

11、uraging cultural diversity, not diversion.A. diverge neeB. varietiesC.con curre neeD.monotonyI was glad of compa ny for the long hours of this in term in able flight to New York.A. durableB. in termediateC. Ion g-lasti ngD. in eptShe was a devout Muslim, saying prayers five times a day.A. shiftless

12、B. capableC. piousD. fierceA sudden surge of city population had stimulated great investment in hous ing in dustry.A. decrease B. dema nd C. decli neD. in creaseHe said he agreed but his voice lacked conviction.A. heroism B. certa inty C. complace ncy D. pityShe regularly pilfered some goods from th

13、e supermarket whe n she wentthere.A. don atedB. spon soredC. deprived D. stoleAn assault on the capital city was launched in the early hours of the morni ng.A. attackB. adve ntureC. assemble D. ambushThere is growing .apprehension that the economy will be getting worse. A. agreeme nt B. complime nt

14、C. an xietyD. comme ntHitler had committed the most villainous crime against human beings by slaughteri ng thousa nds of Jews.A. cataract B. eva ngelicC. dig ni fied D. wickedShe was beg inning to drink un der the delusi on that she had somehow become immune to the alcohol.A. dream B. illusio nC. im

15、agi natio n D. fancyIn the bad times, the way of life had to be austere and con trolled.A. flashyB.aestheticC.starkD.extravaga ntI told the un fair factory in spectorthatwe woulddefyhisedict.A. ruleB.orderC.powerD.an gerIn his new work, he invokes an atmosphere of careless rapture.A. conjuresB.in du

16、cesC.entren chesD.en gulfsThe inv aders plun dered their wealth and bur ned their houses.D. kid nappedA. hijacked B. pirated C. robbedII. Structure.Directions: In this part, there are 15 incomplete sentencesFollowing each sentence you will see four words or phrases, marked A, B, C and D. Choose the

17、one that best completes the sentence. (15X15 points) 31. Quasarsemitting extremely intense radio waves and visibleradiatio n.A. star-like objects areC. are star-like objects32. Many Cassatts specializedA. pain ted C. pain ti ngs33. Gorillas are quiet ani mals, differe nt soun ds.A. howB. star-like,

18、they are objectsD. are they star-like objects mothers with their childre n.B. who pain tedD. i n painting they are able to make about twe ntyB. in spite ofC. because ofD. even though34. From 1946 to 1949,William He nry Hastie served as governor ofthe Virgin Isla nds.A. the lawyerB. he was the lawyer

19、C. the lawyer whoD. was the lawyer35. struck, a tuning fork produces an almost pure tone, reta ining itspitch over a long period of time.A. When is itB. OneD. is oneC. When it is36. one time, Manchester, New Hampshire, was the home of themost productive cotton mills in the world.A. OnB. AtC. ByD. To

20、37. The edible tube mushroomcushion-like, moist cap that is lightbrow n or darkish red.B. to haveA. which hasC. hav ingD. has38. In 1961 the en terta iner Chubby Checker in troduced ato NewYork's rock' n'roll fans.A. new dan ce, the twistB. twist, was the new danceC. twist, the new dance

21、 that D. new dance is the twist39. In sculpture modeling” denotes a way of shaping clay, wax orother pliable materials.A. to the termB. is termedC. the termD. to term40.in sects from the other inv ertebrates.A. to disti nguishB. disti nguishesC. which dist in guishesD. dist in guish ing41. Although

22、pecans are most pientiful in the southeastern part of the UnitedStates, they are foundOhio and Illinois.A. far northB. north as farC. farthest northD. as far n orth as42. of caffeine can result in restlessness, insomnia and even delirium.A. Consuming in excessB. Excessive con sumpti onC. To con sume

23、 excessively D. The con sumpti on excessive43. Con sidered one of the lead ing poets in America today,.A. a number of books and plays have also been written by Sonia SanchezB. Sonia San chez has also writte n a nu mber of books and playsC. A nu mber of Sonia San chez books and plays have bee n writt

24、e nD. There have bee n a nu mber of books and plays writte n by Sonia Sanchez44. Variables such as in dividual and corporate behavior n earlyimpossible for econo mists to forecast econo mic trends with precisi on. A. makeB. make itC. it makesD. makes it45. by tran sferri ng the blame to others is of

25、te n called scapegoati ng.A. Elimi nate problemsB. The elimi nated problemsC. Elimi nati ng problemsD. Problems are elimi natedIII. Paraphrase the following sentences. (5X'10 points)46. If we go back into our tradition, we are going to find a concern with religio n, which at a mi nimum shatters

26、the selfish con text of the in dividual life, and thus forces a con siderati on of what huma n beings are and ought to be.47. Her defia nt face, mome ntarily, became un guarded and unm asked, and in her eyes, there was a terrify ing hope.48. We renew our pledge of support: to preve nt it from beco m

27、ing merely a forum for invective, to strengthen its shield of the new and the weak.49. They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into each otherslives or the recesses of their thoughts and feeli ngs.50. She washed us in a river of make

28、-believe, burned us with a lot of kno wledge we did n'tn ecessarily n eed to know.IV. Reading ComprehensionDirections: There are two passages" this part. Each passage isfollowed by some questions.For each of them there are four choices marked A, B, C and D. You should decide on the best cho

29、ice. (20X 1' 20 points)Passage 1 Reflection in TeachingPara. 1 Teachers, it is thought, ben efit from the practice of reflectio n, the conscious act of thinking deeply about and carefully examining the in teractio ns and eve nts within their own classrooms. Educators T. Wildma n and J. Niles (19

30、87) describe a scheme for develop ing reflective practice in experie need teachers. This wasjustified by the view that reflective practice could help teachersto feel more intellectually invoIved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the un

31、 certa inty of kno wledge in the discipli ne of teachi ng.Para. 2 Wildman and Niles were particularly interested in investigating the con diti ons un der which reflect ion might flourish - a subject on which there is little guidance in the literature. They designed an experimental strategy for a gro

32、up of teachers in Virgi nia and worked with 40 practic ing teachers over several years. They were concerned that many would be “ drawrbo these new, refreshing conceptions of teaching only to find that th void between the abstractions and the realities of teacher reflection is too great to bridge. Re

33、flecti on on a complex task such as teach ing is not easy. The teachers were take n through a program of talk ing about teachi ng eve nts, moving on to reflect ing about specific issues in a supported, and later an in depe ndent, manner.Para. 3 Wildman and Niles observed that systematic reflection o

34、n teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were work ing as being utilitaria n and not rich or detailed eno ugh to drive systematic reflection.” Teachers rarely have the time or opp

35、ortunities to view their own or the teaching of others in an objective manner. Further observati on revealed the tendency of teachers to evaluate eve nts rather tha n review the con tributory factors in a con sidered manner by, in effect, sta nding outside the situati on.Para. 4 Helping this group o

36、f teachers to revise their thinking about classroom eve nts became cen tral. This process took time and patie nce anc effective trainers. The researchersestimate that the initial training of the teachers to view eve nts objectively took betwee n 20 to 30 hours, with the same number of hours again be

37、ing required to practice the skills of reflect ion.Para. 5 William and Niles identified three principles that facilitate reflective practice in a teaching situation. The first is support from admi nistrators in an educati onrequireme nts of reflective practice and how it relates to teach ing stude n

38、ts. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate dema nds of others in order to give themselves the time they n eeded to develop their reflective skills. The third is the development of a col

39、laborative environment with support from other teachers. Support and en courageme nt were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: Perhaps the most importa ntthi ngwelear

40、 nedis the idea of theteacher-as-reflective-practitioner will not happen simply because it is a good or eve n compellingidea”Para.6 The work of Wildman and Niles suggests the importanee of recognizing some of the difficulties of instituting reflective practice. Others have no ted this, making a simi

41、lar point about the teachi ng professi on' cultural in hibiti ons about reflective practice. Zeich ner and List on (1987) point out the incon siste ncy betwee n the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a tech nician, putt ing

42、 in to practice the ideas of theirs. More basic tha n the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vuln erability. Few h

43、ave directly questi oned what might lead a teacher to want to become reflective. Appare ntly, the most obvious reas on for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many un explored matters about the motivatio n to reflect-for

44、example, the value of exter nally motivated reflect ion as opposed to that of teachers who might reflect by habit.51. The word justified ” in paragraphl is closest in meaning to.A. supported B. shapedC. stimulated D. suggested52. According to Paragraph 1, it was believed that reflection could helpte

45、achers.A. un dersta nd in tellectual prin ciples of teach ingB. strengthen their intellectual connection to their workC. use scie ntific fact to improve discipli ne and teachi ngD. adopt a more discipli ned approach to teach ing53. All of the following are mentioned about the experimental strategyde

46、scribed in Paragraph 2 EXCEPT.A. It was designed so that teachers would eventually reflect without help from others.B. It was used by a group of teachers over a period of years.C. It invoIved having teachings take part in discussions of classroom eve nts.D. It invo Ived hav ing teachers record in wr

47、iti ng their reflect ions about teachi ng.54. The word “ flourish in Paragraph 2 is closest in meaning to.A. con ti nueB. occur C. succeed D. apply55. According to Paragraph 2, Wildman and Niles were worried that theteachers they were worki ng with might feel that.A. the nu mber of teachers invo Ive

48、d in their program was too largeB. the con cepts of teacher reflect ion were so abstract that they could not be appliedC. the ideas invo Ived in reflect ion were actually not new and refresh ingD. several years would be n eeded to acquire the habit of reflect ing on their teachi ng56. Accord ing to

49、Paragraph 3, what did the teachers worki ng with Wildma n and Niles often fail to do when they attempted to practice reflection?A. Correctly calculate the amount of time n eeded for reflecti on.B. Provide sufficie ntly detailed descripti ons of the methods they used to help them reflect.C. Examine t

50、houghtfully the possible causes of events in their classrooms.D. Establish realistic goals for themselves in practici ng reflect ion.57. How is Paragraph 4 related to other aspects of the discussion of reflecti on in the passage?A. It describes and comments on the steps taken to overcome problems id

51、entified earlier in the passage.B. It challenges the earlier claim that teachers rarely have the time to thi nk about their own or others' teachi ng.C. It identifies advantages gained by teachers who followed the training program described earlier in the passage.D. It explains the process used t

52、o define the principles discussed later in the passage.58. The word compelling” in Paragraph 5 is closest in meaning toA. commo nly heldB. persuasive C. orig inalD. practical59. Accord ing to Paragraph 6, teachers may be discouraged from reflect ing because.A. it is not gen erally supported by teach

53、er educatorsB. the ben efits of reflecti on may not be appare nt immediatelyC. it is impossible to teach and reflect on one's teaching at the same timeinD. they have often failed in their attempts to become reflective practiti on ers.60. Which of the senten ces below best expresses the esse ntia

54、l in formatio n the last sentence of the passage?A. The practice of being reflective is no Ion ger a habit among teachers but something that is externally motivated.C.B. Most teachers n eed to explore ways to form the habit of reflect ion eve n whe n no exter nal motivati on exists.D.Many aspects of

55、 the motivation to reflect have not been studied, in clud ing the comparative ben efits of exter nally motivated and habitual reflect ion among teachers.Passage 2 The origin of the Pacific Island peopleThe greater Pacific regi on, traditi on ally called Ocea nia, con sists ofThere has not bee n eno

56、ugh explorati on of why teachers practice reflection as a habit with or without external motivation.Para.1three cultural areas Melanesia, Micronesia, and Polynesia. Melanesia, in th southwest Pacific, contains the large isla nds of New Gui nea, the Solo mons Vanuatu, and New Caledonia. Micronesia, t

57、he area north of Melanesia, consists primarily of small scattered islands. Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter Island and New Zealand. Before the arrival of Europea ns, the isla nds in the two largest cultural areas Polyn esia and Micron esia, togeth

58、er contained a populati on estimated at 700,000.Para. 2 Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absenee of solid linguistic, archaeological, and biological data. Many fan ciful and mutually exclusive theories were devised. Pacific islanders were variousl