四川农业大学2011年招收攻读博士学位研究生考试试题（附答案）.docx

四川农业大学2011年招收攻读博士学位研究生考试试题科目名称：1080英语(总分：100分)考生注意：所有答案必需写在答题纸上，否则无效！本试题随同答题纸交回！English Test for Candidates of Doctors(Sichuan Agricultural University 2011)Part One: Reading comprehension (40%)Passage OneQuestions 1 to 5 are based on the following passage.In a purely biological sense, fear begins with the body's system for reacting to things that can harm us the so-called fight-or-flight response. "An animal that can't detect danger can't stay alive," says Joseph LeDoux. Like animals, humans evolved with an elaborate mechanism for processing information about potential threats. At its core is a cluster of neurons (神经元) deep in the brain known as the amygdale (扁桃体).LeDoux studies the way animals and humans respond to threats to understand how we form memories of significant events in our lives. The amygdala receives input from many parts of the brain, including regions responsible for retrieving memories. Using this information, the amygdala appraises a situation I think this charging dog wants to bite me and triggers a response by radiating nerve signals throughout the body. These signals produce the familiar signs of distress: trembling, perspiration and fast-moving feet, just to name three.This fear mechanism is critical to the survival of all animals, but no one can say for sure whether beasts other than humans know they're afraid. That is, as LeDoux says, "If you put that system into a brain that has consciousness, then you get the feeling of fear."Humans, says Edward M. Hallowell, have the ability to call up images of bad things that happened in the past and to anticipate future events. Combine these higher thought processes with our hardwired danger-detection systems, and you get a near-universal human phenomenon: worryThat's not necessarily a bad thing, says Hallowell. "When used properly, worry is an incredible device," he says. After all, a little healthy worrying is okay if it leads to constructive action like having a doctor look at that weird spot on your back.Hallowell insists, though, that there's a right way to worry. "Never do it alone, get the facts and then make a plan," he says. Most of us have survived a recession, so we're familiar with the belt-tightening strategies needed to survive a slump.Unfortunately, few of us have much experience dealing with the threat of terrorism, so it's been difficult to get facts about how we should respond. That's why Hallowell believes it was okay for people to indulge some extreme worries last fall by asking doctors for Cipro (抗炭疽菌的药物) and buying gas masks.1.The “so-called fight-or-flight response”（Sent. 1, Para. 1）refers to “ ”.A) the biological process in which human beings sense of self-defense evolves B) the instinctive fear human beings feel when faced with potential danger C) the act of evaluating a dangerous situation and making a quick decision D) the elaborate mechanism in the human brain for retrieving information 2.Form the studies conducted by LeDoux we learn that .A) reactions of humans and animals to dangerous situations are often unpredictable B) memories of significant events enable people to control fear and distress C) peoples unpleasant memories are derived from their feelings of fear D) the amygdala plays a vital part in human and animal responses to potential danger 3.From the passage we know that .A) a little worry will do us good if handled properly B) a little worry will enable us to survive a recession C) fear strengthens the human desire to survive danger D) fear helps people to anticipate certain future events 4.Which of the following is the best way to deal with your worries according to Hallowell?A) Ask for help from the people around you .B) Use the belt-tightening strategies for survival.C) Seek professional advice and take action.D) Understand the situation and be fully prepared.5.In Hallowells view, peoples reaction to the terrorist threat last fall was .A) ridiculous B) understandable C) over-cautious D) sensible Passage TwoQuestions 6 to 10 are based on the following passage.You hear the refrain all the time: the U.S. economy looks good statistically, but it doesn't feel good. Why doesn't ever-greater wealth promote ever-greater happiness? It is a question that dates at least to the appearance in 1958 of The Affluent （富裕的） Society by John Kenneth Galbraith, who died recently at 97.The Affluent Society is a modern classic because it helped define a new moment in the human condition. For most of history, "hunger, sickness, and cold" threatened nearly everyone, Galbraith wrote. "Poverty was found everywhere in that world. Obviously it is not of ours." After World War II, the dread of another Great Depression gave way to an economic boom. In the 1930s unemployment had averaged 18.2 percent; in the 1950s it was 4.5 percent.To Galbraith, materialism had gone mad and would breed discontent. Through advertising, companies conditioned consumers to buy things they didn't really want or need. Because so much spending was artificial, it would be unfulfilling. Meanwhile, government spending that would make everyone better off was being cut down because people instinctively and wrongly labeled government only as "a necessary evil".It's often said that only the rich are getting ahead; everyone else is standing still or falling behind. Well, there are many undeserving rich overpaid chief executives, for instance. But over any meaningful period, most people's incomes are increasing. From 1995 to 2004, inflation-adjusted average family income rose 14.3 percent, to $43,200. People feel "squeezed" because their rising incomes often don't satisfy their rising wants for bigger homes, more health care, more education, faster Internet connections.The other great frustration is that it has not eliminated insecurity. People regard job stability as part of their standard of living. As corporate layoffs increased, that part has eroded. More workers tear theyve become the disposable American as Louis Uchitelle puts it in his book by the same name. Because so much previous suffering and social conflict stemmed from poverty, the arrival of widespread affluence suggested Utopian (乌托邦式的) possibilities. Up to a point, affluence succeeds. There is much less physical misery than before. People are better off. Unfortunately, affluence also creates new complaints and contradictions.Advanced societies need economic growth to satisfy the multiplying wants of their citizens. But the quest for growth lets loose new anxieties and economic conflicts that disturb the social order. Affluence liberates the individual, promising that everyone can choose a unique way to self-fulfillment. But the promise is so extravagant that it predestines many disappointments and sometimes inspires choices that have anti-social consequences, including family breakdown and obesity (肥胖症).Statistical indicators of happiness have not risen with incomes. Should we be surprised? Not really. We've simply reaffirmed an old truth: the pursuit of affluence does not always end with happiness.6.What question does John Kenneth Galbraith raise in his book The Affluent Society?A）Why statistics don't tell the truth about the economy.B）Why affluence doesn't guarantee happiness.C）How happiness can be promoted today.D）What lies behind an economic boom.7.According to Galbraith, people feel discontented because .A）public spending hasn't been cut down as expectedB）the government has proved to be a necessary evilC）they are in fear of another Great DepressionD）materialism has run wild in modern society8.Why do people feel squeezed when their average income rises considerably?A）Their material pursuits have gone far ahead of their earnings.B）Their purchasing power has dropped markedly with inflation.C）The distribution of wealth is uneven between the rich and the poor.D）Health care and educational cost have somehow gone out of control.9.What does Louis Uchitelle mean by "the disposable American" (Sent. 3, Para. 5)?A）Those who see job stability as part of their living standard.B）People full of utopian ideas resulting from affluence.C）People who have little say in American politics.D）Workers who no longer have secure jobs.10.What has affluence brought to American society? A) Renewed economic security.B) A sense of self-fulfillment.C）New conflicts and complaints.D）Misery and anti-social behavior.Passage Three Questions 11 to 15 are based on the following passage.Discoveries in science and technology are thought by “untaught minds” to come in blinding flashes or as the result of dramatic accidents. Sir Alexander Fleming did not, as legend would have it, look at the mold( 霉 )on a piece of cheese and get the idea for penicillin there and then. He experimented with antibacterial substances for nine years before he made his discovery. Inventions and innovations almost always come out of laborious trial and error. Innovation is like soccer; even the best players miss the goal and have their shots blocked much more frequently than they score.The point is that the players who score most are the ones who take most shots at the goal and so it goes with innovation in any field of activity. The prime difference between innovation and others is one of approach. Everybody gets ideas, but innovators work consciously on theirs, and they follow them through until they prove practicable or otherwise. What ordinary people see as fanciful abstractions, professional innovators see as solid possibilities."Creative thinking may mean simply the realization that there's no particular virtue in doing things the way they have always been done," wrote Rudolph Flesch, a language authority. This accounts for our reaction to seemingly simple innovations like plastic garbage bags and suitcases on wheels that make life more convenient: "How come nobody thought of hat before?"The creative approach begins with the proposition that nothing is as it appears. Innovators will not accept that there is only one way to do anything. Faced with getting from V to B, the average person will automatically set out on the best-known and apparently simplest route. The innovator will search for alternate courses, which may prove easier in the long run and are bound to be more interesting and challenging even if they lead to dead ends. Highly creative individuals really do march to a different drummer.11.What does the author probably mean by "untaught minds" in the first paragraph?A) A person ignorant of the hard work involved in experimentation.B) A citizen of a society that restricts personal creativity.C) A person who has had no education.D) An individual who often comes up with new ideas by accident.12.According to the author, what differs innovators from non-innovators?A) The variety of ideas they have. B) The intelligence they possess.C) The way they deal with problems. D) The way they present their findings.13.The author quotes Rudolph Flesch in Paragraph 3 because . .A) Rudolph Flesch is the best-known expert in the study of human creativityB) the quotation strengthens the assertion that creative individuals look for new ways of doing thingsC) the reader is familiar with Rudolph Flesch's point of viewD) the quotation adds a new idea to the information previously presented14.The phrase "march to a different drummer" (the last line of the passage) suggests that highly creative individuals are .A) diligent in pursuing their goalsB) reluctant to follow common ways of doing thingsC) devoted to the progress of science D) concerned about the advance of society 15.The most suitable title for this passage might be .A) Discoveries and Innovation B) What Are So Special about Creative Individuals C) To Be a Creative Expert in the Study of Human Creativity D) The Relation between Creation and Diligence Passage FourQuestions 16 to 20 are based on the following passage.Contrary to what many people believe, highly intelligent children are not necessarily destined for academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can breed a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades, when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. If the scholastic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, further depressing their desire to learn. They may fall far behind in their schoolwork and even develop behavior problems.IQ is just one ingredient among many in the recipe for success Children thrive or struggle in school for a host of reasons apart from IQ. These include motivation and persistence, social competence, and the support of family, educators and friends. Emphasizing the importance of persistence and hard work, for example, will help a child avoid the laziness trap. Gifted children also need intellectual challenges to teach them how to work hard.Because highly gifted children solve the most varied thought problems faster and more thoroughly than those with more average aptitudes do, they need additional intellectual stimulation while they wait for the rest of the kids to learn the basics. Two central approaches are used to satisfy the educational needs of such children: acceleration and enrichment. Acceleration means studying material that is part of the standard curriculum for older students. Enrichment involves learning information that falls outside the usual curriculum.A child might skip one or more grades as a way of accelerating in school. But being with older children for the entire school day and perhaps for grade-based extracurricular activities such as sports can make a child feel inferior in every realm outside of academics. One very bright fourth-grader who had skipped two grades remained far ahead of his classmates intellectually, but as his classmates reached puberty, his social and other shortcomings became painfully apparent. While acceleration is not an option, or not a good one, enrichment can be. After all, school is not a race but an adventure in learning. As such, the goal is not finishing first but absorbing as muc