2009年四川大學(xué)考博英語(yǔ)真題

I．Reading Comprehension (30%; one mark each)

Directions: Read the following six passages. Answer the questions below each passage by choosing A., B., C., or D.. Write your answers on the Answer Sheet.

Passage One

The longitudinal study demonstrates that students who receive ESL (English as a second language) instruction are far better than those taught primarily in their native language. A comparison of the three-year exit rates for students in ESL and bilingual programs shows that those who receive ESL instruction test out faster and in higher percentages than those who receive instruction in their native language, regardless of the grade in which they entered school. For example, 79.3 percent of the children who entered ESL programs in kindergarten tested out, while only 51.5 percent of those who received their education in their native languages did. Likewise, 72.9 percent of the LEP (limited English proficiency) students who entered programs in the first grade tested out, while only 38.5 of those in bilingual programs did. For students who entered LEP programs in the ninth grade, 91.6 percent of those in native-language instruction classes still hadn't tested out after three years, as compared with 78.1 percent of those in ESL classes.

Furthermore, children who had been in ESL classes tested 4 higher in English and math once they exited LEP programs than those who had received native-language instruction. Of the LEP students who entered in kindergarten or the first grade, 49 percent of those who had been in ESL classes eventually read at grade level, while only 32 percent of those who had been in bilingual classes performed that well. In math, the statistics are even more impressive. Of the children who entered in kindergarten or the first grade, more than 69 percent of those who had been in ESL classes eventually performed at grade level or above, as opposed to 54 percent of those who had been in bilingual classes.

Naturally, the study provoked a barrage of criticism from the highly political and vocal bilingual lobby, which prompted the New York City Board of Education to issue a paper in November 1994 mitigating the findings of the study and ignoring the distinction between students in ESL and bilingual education programs. Rather than exit rates, this paper focuses on the achievement of LEP students during the period in which they are in bilingual or ESL classes. The authors show that although the scores of LEP students were below average on the English-language test, their scores in all areas showed improvement; they point out that in math, there were insufficient data on the progress of LEP students to draw valid conclusions.

However, a report on citywide mathematics test results in New York in the spring of 1995 deals more fully with the math scores of the 26, 248 students who were examined the previous school year in Chinese, Spanish, or Haitian Creole. According to this document, only 16.6 percent of these children were performing at or above grade level in mathematics. Although this figure represents an improvement of 1.1 percent over the scores of the previous year, it discredits the argument that native-language instruction keeps performing at grade level in subject are areas. Although LEP students are improving faster than the national norm, they continue to perform far below the norm.

1.This text is mainly .

[A]a review of ESL, bilingual and LEP instructions

[B]a survey of new approaches to subject instructions

[C]about the merits of LEP education program

[D]about the achievements of bilingual and ESL programs

2.From Paragraph 1 we learn that .

[A]ESL instruction could test students faster than LEP instruction

[B]LEP students performed worse than did ESL students

[C]native-language instruction classes seemed to fail utterly

[D]the data of the longitudinal study were likely tentative

3.The author believes (Paragraph 2) that .

[A]ESL children tested higher in English than LEP children

[B]bilingual programs failed the students performing well in math

[C]the math data are still more credible than those on English

[D]bilingual classes had 54% of students exiting from grade level

4.It can be inferred that the paper mentioned in Paragraph 4 .

[A]has devalued the findings of the longitudinal study

[B]has dimmed the differences between students in different programs

[C]focuses on the subject achievements of LEP students

[D]seeks out the insufficient points in the longitudinal study

5.According to the NY 1995 report, it is unbelievable that .

[A]a great number of multilingual students were examined accurately

[B]native-language instruction keeps performing well in subjects

[C]any document on subject instructions can draw valid conclusions

[D]LEP students are improving faster than the national norm

Passage Two

Do governments really assign and enforce property rights? Despite the fact that Registries of Deeds now record land ownership of every square inch of North American territory, it is obvious: hat these rights have not always existed. [1]In 1785, the U.S. Congress was busily assigning unclaimed land to the construction of public schools in the Northwest Territory; later to the construction of railroads in the West. Today, most land is claimed, but national governments and international agencies alike are busily creating new rights in other types of scarce resources such as the electromagnetic spectrum or the geostationary arc.

[2]The electromagnetic spectrum, popularly called the airwaves, is an immense range of frequencies (radio waves, microwaves, visible light, X-rays, gamma rays, and more) that are converted by many for voice communication, navigation, data transmission, and the like. Almost all currently available frequencies are being used by someone, and the unchecked arrival of new users would lead to serious overcrowding and bad reception for all. But new arrivals keep coming and thus create an airwaves gridlock. These would-be users include the obvious: AM and FM radio stations as well as VHF and UHF television companies. They include people engaged in airplane, boat, car, and railroad communications, and others building cellular phone companies and satellite navigation systems. [3]They also include energy companies wanting to relay safety information from remote pipeline monitors, makers of high-definition television, and scientists with radio telescopes waiting for messages from extraterrestrials. Most of all, they include the users of millions of gadgets, such as baby monitors, cordless phones, garage door openers, pagers, TV remote controls, and ultrasonic denture cleaners. The jammed airwaves problem came.to a head in 1990 when UPS, the largest private package carrier in the United States, decided to outfit its 55,000 trucks with radio receivers and transmitters so customers could be given up-to-the-second information about deliveries. The Federal Communications Commission allocated a frequency to UPS that had been used by ham radio operators, which caused many problems. The 170,000 member American Radio Relay League picketed federal buildings in major cities across the land. It deluged the FCC, the Congress, and the White House with angry letters, and it challenged the FCC action in court. Two congressmen quickly introduced the Emerging Telecommunications Technology Act. It would take 200 megahertz of spectrum from the military (in light of the end of the Cold War) and distribute this "peace dividend" to civilian users. President Bush, in turn, chided the FCC for practically giving away scarce frequencies and included in the 1991 budget $ 3 billion of revenue from selling a portion of the airwaves to would-be owners. [4]While the FCC had been charging favored recipients nominal annual license fees, the average sales price of AM and FM radio stations in the 1980s came to $ 1.24 million, that of VHF and UHF television stations was $21.52 million. Sixty percent of these prices were attributable solely to the FCC license.

6.The subject of this passage may be said to be       .

[A]the overcrowding of airwaves

[B]radio station ownership and sales prices

[C]ownership rights to airwaves and space

[D] the geostationary arc above the equator

7.In Paragraph 1, the word "spectrum" means "       ."

[A]a part of a whole     [B] a continuous range

[C] an optical instrument [DJ a special quality

8.If the author were delivering this passage orally, his or her tone of voice would probably be       .

[A]earnest [B] abstruse [C] amused [D] detached

9.Which of these statements would the author support?

[A]Congressional action can easily solve the airwaves problems that are developing

[B]FM radio bands are not as jammed as AM bands.

[C]Airwaves gridlock is likely to become a major problem in the near future.

[D]World government bodies are likely to develop a control program for use of space.

10.The last sentence in Paragraph 1 ("Today, most...") suggests that the author’s purpose is to       .

[A] describe a problem   [B] offer a solution   [C]classify information [D] criticize

Passage Three

Hurricanes form over the tropical oceanic regions where the Sun heats huge masses of moist air. An ascending spiral motion results, in the same manner as described in tornado formation. When the moisture of the rising air condenses, the latent heat provides additional energy and more air rises up the column. This latent heat is a chief source of the hurricane's energy and is readily available from the condensation of the moist air of its source region.

Unlike the tornado, a hurricane gains energy from its source region. [1]As more and more air rises, the hurricane grows, accompanied by clouds and increasing winds that blow in a large spiral around a relatively calm, low-pressure center_the eye of the hurricane. The eye may be 20 to 30 miles wide, and ships sailing into this area have found that it is usually calm and clear with no indication of the surrounding storm. The air pressure is reduced 6-8% (to about 28 in. of Hg) near the eye. Hurricanes move rather slowly at a few miles per hour.

[2]Covering broad areas, hurricanes can be particularly destructive. There we winds of at least 74 mi/h; but these can be much greater, up to 120-130 mi/h, which are very dangerous. Mobile homes are particularly vulnerable to hurricane winds. The greatest threat from a hurricane's winds comes from their cargo of debris—a deadly barrage of flying missiles such as lawn furniture, signs, roofing, and metal siding.

Hurricane winds do much damage, but drowning is the greatest cause of hurricane deaths. [3]As the eye of the hurricane comes ashore or "makes landfall", a great dome of water called a storm surge, often over 50 mi wide, comes sweeping across the coastline. It brings huge waves and storm tides that may reach 25 ft or more above normal. The rise may come rapidly, flooding coastal lowlands. Nine out of ten hurricane casualties are caused by the storm surge. The torrential rains that accompany the hurricane produce sudden flooding as the storm moves inland. As its winds diminish, rainfall floods constitute the hurricane's greatest threat.

Once cut off from the warm ocean, the storm begins to die, starved for water and heat energy, and cragged apart by friction as it moves over the land. Even though a hurricane weakens rapidly as it moves inland, the remnants of the storm can bring 6-12 in. of rain or more to the areas they cross. [4]For example, Hurricane Diane of

1955 caused little damage as it moved into the Gulf coastal area; but long after its winds subsided, it brought floods to Pennsylvania, New York, and New England that killed 200 persons and cost an estimated $700 million in damage. In 1972, Hurricane Agnes fused with another storm system, flooding creek and river basins in the Northeast with more than a foot of rain in less than 12 hours, killing 117 people, and causing almost $3 billion damage.

11.The subject in this passage is       .

[A]tornadoes [B] hurricanes [C] winds [D] hurricane winds

12.In Paragraph 1, the word "latent" means

[A] potential [B] low [C] high [D] extreme

13.If the author were delivering this passage orally, his or her tone of voice would probably be       .

[A]objective [B]. celebratory [C] righteous [D] awestruck

14.What does the sentence in Paragraph 4 “Nine out of ten...” do in relation to the sentence "Hurricane winds do..."?

[A]It contradicts what is said in the latter.

[B] It summarizes what is said in the latter.

[C]It acts as a specific example of what is stated in the latter.

[D]It alters the meaning of what is stated in the latter.

15.Which of these statements would the author support?

[A]Hurricanes are merely big storms like tornadoes.

[B]Hurricane winds aren't much of a problem unless you live on the coast.

[C]Hurricanes are more of a problem for airplanes than for boats.

[D]Hurricanes are destructive and dangerous across large areas.

Passage Four

Paintings are static. The uniqueness of the experience of looking at a painting repeatedly—over a period of days or years—is that, in the midst of flux, the image remains changeless. Of course the significance of the image may change, as a result of either historical or personal developments, but depicted is unchanging the same milk flowing from the same jug, the waves on the sea with exactly the same formation unbroken, the smile and the face which have not altered.

One might be tempted to say that paintings preserve a moment. Yet on reflection this is obviously untrue. For the moment of a painting, unlike a moment photographed, never existed as such. And so a painting cannot be said to preserve it.

If a painting "stops", time, it is not, like a photograph, preserving a moment of the past from the supersession of succeeding moments. I am thinking of the image within the frame, the scene which is depicted. Clearly if one considers an artist's life-work or the history of art, one is treating paintings as being, partly, records of the past, evidence of what has been. Yet this historical view, whether used within a Marxist or idealist tradition, has prevented most art experts from considering—or even noticing―the problem of how time exists (or does not) within painting.

In early Renaissance art, in paintings from non-European cultures, in certain modem works, the image implies a passage of time. Looking at it, the spectator sees before, during and after. The Chinese sage takes a walk from one tree to another, the carriage runs over the child, the nude descends the staircase. And this of course has been analyzed and commented upon. Yet the ensuing image is still static whilst referring to the dynamic world beyond its edges, and this poses the problem of what is the meaning of that strange contrast between static and dynamic. Strange because it is both so flagrant and so taken for granted.

Painters themselves practise a partial answer, even if it remains unformulated in words. When is a painting finished? Not when it finally corresponds to something already existing—like the second shoe of a pair—but when the foreseen ideal moment of it being looked at is filled as the painter feels or calculates it should be filled. The long or short process of painting a picture is the process of constructing the future moments when it will be looked at In reality, despite the painter's ideal, these moments cannot be entirely determined. They can never be entirely filled by the painting. Nevertheless the painting is entirely addressed to these moments.

Whether the painter is a hack or a master makes no difference to the "address" of the painting. The difference is in what a painting delivers; in how closely the moment of its being looked at, as foreseen by the painter, corresponds to the interests of the actual moments of its being looked at later by other people, when the circumstances surrounding its production (patronage, fashion, ideology) have changed.

16.Which of the following statements is TRUE according to the text?

[A]A specific moment is preserved the time a painting is created.

[B]The content of a painting remains static though its implication may keep changing.

[C]A painting stops time in that it depicts a moment of the past and fixes it within the frame.

[DJ A Marxist view tends to see a painting as changing all the time.

17.What does the pronoun “it” in the last line of the 4th paragraph refer to?

[A]The ensuing image.

.[B] The problem.

[C]The meaning of the contrast

[D]The contrast between static and dynamic.

18.When is a painting finished according to the author?

[A]When it realistically depicts something in the real world.

[B]When the artist foresees how his painting will be received by the public.

[C]When the moment of its being looked at corresponds to the artist’s expectation of how it's going to be looked at.

[D]When the artist can determine the moment when it will be looked at.

19.It can be inferred from the text that       .

[A]images in some Renaissance paintings may hot necessarily be static

[B]paintings by a hack or by a master are the same in that they address the same people

[C]whether a painting is static or dynamic is determined not by the painter but by those who look at it

[D]unlike a painting, a photograph can preserve a moment

20.The best title for this text might be       .

[A]Painting and Time

[B]Painters and Their Works

[C]The Static and the Dynamic

[D]The History of Painting as a Form of Art

Passage Five

Culture cannot be simply a matter of politics, of course. [l]Politics, after all, is concerned with influencing the institutions of the state and these are of limited use in affecting the culture. Not even the totalitarian state has been able to achieve the cultural goals it set itself, the democratic state is an even less likely agent of cultural change, and indeed, in the American tradition of democracy, it should not aim to be that. Consequently, a cultural agenda cannot be a political agenda only. It will have to be pursued in many different institutions, most importantly in the institutions of civil society. All the same, every one of the major cultural issues is also a political issue, because of the way in which the immense powers of the state have been used to promote various ideological purposes. The courts have played a quite deplorable role in this. [2]Not surprisingly, then touch of American politics in recent decades has been over the so-called "social" or "values" issues, which in effect are cultural issues. That is, these issues have involved conflicts over the questions of who we are and how we are to live together.

[3] The dynamics of the two-party system has been very unhelpful in the search for viable positions on the middle ground. [4] Since the early nineteen-seventies the Democratic Party has almost completely identified itself with the agenda of the cultural Left (considerably less so with other Left positions, such as those on economic or foreign policy). Given the importance of highly organized pressure groups, especially in the primary process, the captivity of the Democratic Party to the culture of "the sixties" has been massive. The Republican picture is hardly more encouraging. An increasingly vocal segment of that party's constituency has taken radically anti-"progressive" positions on the cultural issues. And again, these groups have had an influence far beyond their numerical strength because of their strategic role in the mechanics of elections, especially on tile primary level. [5]Consequently, individuals taking less than "politically correct" positions, as defined by the respective orthodoxies, have found themselves to be pariahs in either party. It is safe to assume that both Democratic and Republican leaders have catered to these polarized groupings in a more or less cynical manner. [6]Thus, for instance, traditionally Democratic labor officials are not very credible when they express enthusiasm for gay rights, neither are "country-club" Republicans when they voice outrage over abortion or the decline of sexual morality.

21.According to the passage, “every one of the major cultural issues is also a political issue” owing to the fact that______.

[A]culture simply expresses itself as a matter of politics

[B]culture plays different roles in different states

[C]political parties use culture as a tool to promote their ideologies

[D]politicians set cultural goals and thus change culture at their pleasure

22.The author deems that______.

[A]American courts, in effect, serve the purpose of democracy

[B]"social" or "value" issues in recent decades are no more than culture issues

[C]culture influences the institutions of the state

[D]a cultural agenda simply reflects the aims of the current administration

23.All of the following statements about the two-party system are implied in the passage EXCEPT that______.

[A]neither party objectively stands on the middle ground on cultural issues

[B]either party rejects those who hold different political viewpoints

[C]the Republican Party has been identified as the right-wing party

[D]both Democratic 'and Republican leaders are hypocritical in promoting cultural progress

24.The passage is mainly concerned with______.

[A]the operation of the two-party system

[B]culture in a political sense

[C]culture in different institutions

[D]cultural agenda of die two parties

25.The word "credible" in the last sentence probably means______.

[A] deserving to be believed [B] deserving praise or approval

[C] capable of being realized [D] capable of being respected

Passage Six

The simple wooden house sits in an unremarkable old neighborhood in an Osaka suburb, the kind of place people forget still exists in modem Japan. There are no pachinko parlors or cyber cafes—no shops of any kind, really. It's an unlikely place to encounter the next version of Japan's technological evolution. But listen to what happens when a gray-haired septuagenarian named Kazuko Komiyama returns after visiting friends, "Welcome home," a voice chirps. "Isn’t it a nice day?”

The high-pitched greeting belongs to a robot. It’s a simple machine, to be sure. This isn't a thoughtful robotic character like those found in a Star Wars movie, or like Japan’s own popular creation Astro Boy. But it’s a robot nonetheless: a chocolate-brown wombat that eventually will be able, to flutter its eyes when Komiyama, 77, enters the room and giggle when she scratches its fuzzy little head. It tells her what the weather is like. It reminds her when it’s time to take her medicine. It sings sweet songs to her.

For Komiyama, a mechanical companion is a guard against the dreadful loneliness many elderly Japanese must endure. She saw one such tragic story on a TV news show recently. “An old man's death went unnoticed because he lived alone,” she says. “Day after day, his diary read, ‘I didn't meet anybody today. Again.’ I don’t want to end up like that.” So when welfare workers from the Osaka suburb of Ikeda asked for volunteers to test the prototype of Matsushita Electric Industrial Co.'s pet robot, she jumped at the chance. She keeps the robot sitting in her living room. After a month, she’s starting to warm-up to the thing, despite one irritating habit “It speaks with a childish voice,” she complains. “That makes me feel like I’m treated as an old person. I would rather have an equal relationship with a robot.”

This is modem Japan, a Gizmo Nation where even grandmothers make friends with their gadgets. For half a century, the Japanese have made it a cultural mission to turn out a succession of cool, elegant and increasingly human machines. And what machines they have become: robotic geishas; headgear that projects computer screens in midair in front of wearers' eyes; toilets that measure a person’s weight, body fat and urine sugar levels. The country that gave the world transistor radios, the Walkman and hand-held video games is now positioned to turn its love of gadgetry into a profitable national enterprise once again.

26.We can learn from the first paragraph that        .

[A] it is impossible for people to find high-tech robots in a simple wooden house

[B] it is easy for people to think of a simple wooden house in the modem Japan

[C]Komiyama usually goes to a coffee restaurant to release her loneliness

[D]Komiyama has a mechanical companion whose voice is very sharp and short

27.Who giggles after Komiyama comes into the room according to the passage?

[A]The old woman Komiyama herself.

[B]Komiyama's fantastic pet robot

[C]A mechanical companion in Star Wars.

[D]A naughty Japan's creation Astro Boy.

28.We can infer from the third paragraph that nowadays many old people in Japan are       .

[A] treated as old persons

[B]very lonely in their life

[C]enjoying themselves

[D]not taken good care of

29.The phrase "warm-up to" in the third paragraph can be most likely replaced by       .

[A]become warmer and warmer

[B]prepare fora game with the robot

[C]start to like or be friendly with

[D]approach to or come up to

30.Which of the following is not mentioned as one of the roles the robots can play?

[A] Helpful instruments.     [B] Friendly companions.

[C] Entertaining machines. [D] Instructive educators

II. Vocabulary (10%; 0.5 mark each)

31.My father never gave me       .

A. many advice B. many advices    C. much advice D. a lot of advices

32.She took him       and led him across the road.

A. by his hand   B. by the hand    C. with hand       D. with the hand

33. I don't think he is to blame,       ?

A. do I   B. is he  C. isn’t he   D. does he

34.       I know the money is safe, I shall not worry about it.

A. Even though B. Unless      C. As long as   D. However

35.He couldn't lie convincingly enough to take a child       .

A. away B. down      C. in D. up

36.The parents were worried about Dorothy because no one was aware       she had gone.

A. where that      B. of where         C. where        D. the place

37.It was not until she returned home       she realized she had almost wasted ten of her valuable hours. .

A. and      B. when       C. then   D. that

38.There has not been a great response to the sale,       ?

A. does it      B. has it       C. does there   D.has there

39.Anthropology is a science       anthropologists use a rigorous set of methods and techniques to document observations that can be checked by others.

A. in that    B. that in        C. that         D. in

40.The activities of the international marketing researcher are frequently much broader than       .

A.the domestic marketer has   B. those of the domestic marketer

C.the domestic marketer does   D. that which has the domestic marketer

41.I’m surprised at there       an index.

A. not to be        B. to be not C. not being   D. being not

42.I       this soup, I        pepper in it.

A.am tasting...am tasting      B.am tasting...taste

C.taste... am tasting          D.taste...have tasted

43.       , explorers could never have found the cave.

A. But for the fissure had been spotted     B. If not the fissure had been spotted

C. Had the fissure not been spotted        D. Had not the fissure been spotted

44.John often sits in a small bar, drinking and smoking considerably more       .

A. than that he is healthy        B. than good for his health

C. than his health could         D. than is good for his health

45. This       girl is Mary's cousin.

A. pretty little Swedish          B. Swedish little pretty

C. Swedish pretty little          D. little pretty Swedish

46.We are not on very good       with the people next door.

A. friendship   B. relations    C.will  D.terms

47.Usually newspapers       for people with intellectual interests.

A. suit      B. furnish    C. regard   D. cater

48.The overcrowded living conditions       a heavy strain on the family.

A. set    B. put       C. made     D. pressed

49.The supply of apples exceeds the       this year.

A. request     B. claim    C. requirement     D. demand

50. I must take this watch to be repaired: it       over twenty minutes a day.

A. increases      B. progresses       C. accelerates    D. gains

III. Cloze (10%; 0.5 mark each)

Many instructors believe that an informal, relaxed classroom environment is  51  to learning and innovation. It is not uncommon for students to have  52  and friendly relationships with their professors. The  53  professor is not necessarily a poor one and is still  54  by students. Although students may be in a(n)  55  position, some professors treat them as  56  . However, no matter how  57  professors would like to be, they still are in a position of  58  .

Professors may  59  social relationships with students outside of the classroom, but in the classroom they

60  the instructor’s role. A professor may have coffee one day with students  61  the next day expect them to

62  a deadline for the  63  of a paper or to be prepared  64  a discussion or an exam. The professor may give   65  attention outside of class to a student in  66  of help but probably will not treat him or her differently when it   67  evaluating school work. Professors have several roles  68  students; they may be counselors and friends as well as teachers. Students must  69  that when a teacher’s role changes, they must appropriately  70  their behavior and attitudes.

51. A. instructive B. conducive   C. constructive D. healthy

52. A. easygoing B. comforting   C. carefree     D. relaxing

53. A. consultative B. informal   C. easy         D. casual

54. A. despised B. respected   C. neglected     D. overlooked

55. A. inferior  B. minor       C. low         D. subordinate

56. A. peers     B. colleagues   C. friends     D. equals

57. A. democratic B. formal       C. relaxed     D. strict

58. A. authority B. expert       C. supervisor D superior

59. A. build     B. set       C. get         D establish

60. A. sustain     B. support   C. maintain     D retain

61. A. but         B. hence       C. nevertheless D then

62. A. match     B. fulfill       C. meet     D satisfy

63. A. submission B. presentation  C. delivery     D handing

64. A. for         B. with       C. against     D of

65. A. due     B. extra       C. sufficient     D supplementary

66. A. quest     B. need       C. search     D view

67. A. gets to     B. comes to   C. reaches     D touches

68. A. with regard to B. in view of    C. in relation to     D with reference to

69. A. suppose     B. suggest   C. realize     D assume

70. A. adopt     B. adapt       C. adept     D conform

IV. Translation (30%)

Part A (20%)

Translate the following passage into Chinese.

A recent phenomenon in the choice of careers on the part of the college graduates is the increasing trend towards big companies. Few are interested in research fields. This is an unavoidable problem in a materialistic society, where tempting salaries and fringe benefits are offered by big companies to compete with each other to recruit students before they have completed their studies. On the other hand, as many big enterprises and even government departments tend to concentrate on immediate economic results and show comparatively little interest in long range research, there is a steady shift of scientists and researchers iron the pure research to the applied field, where there are more jobs available with better salaries. All this has not only seriously influenced young people’s view on the choice of careers, but on education as well. Many college teachers deplore that fewer and fewer students these days acquire knowledge.

Part B (10%)

Translate the following sentences into English.

71.有時(shí)候?qū)σ粋€(gè)人來說需要終生的時(shí)間才能懂得活著就是為了奉獻(xiàn)。

72.文化是一切。文化是我們著裝的方式, 是我們走路的方式, 是我們系領(lǐng)帶的方式。

73.時(shí)間是個(gè)多才多藝的表演者。它能展翅飛翔, 能闊步前進(jìn), 也能治愈創(chuàng)傷。

74.音樂是你自身的體驗(yàn), 你的思想, 你的智慧。

75.的發(fā)展取決于年輕一代的素質(zhì), 這是么人皆知的事實(shí)。

V. Writing (20%)

Directions: Read the following poem and write an essay in which you should

1)state what you can learn form the poem

2)interpret its meaning and

3)support your personal view with some dreams that you have had in your life.

Dreams

Langston Hughes.

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That can never fly

Hold fast to dreams

For when dreams go

Life is a barren field

Frozen only with snow

You should write no less than 150 words. Now write the composition on the Answer Sheet.

考博英語(yǔ)自學(xué)神器：四川大學(xué)-希賽學(xué)習(xí)包

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考博英語(yǔ)培訓(xùn)課程：四川大學(xué)-希賽課程

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