华东政法大学2010年博士研究生入学考试英语试卷.doc

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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流华东政法大学2010年博士研究生入学考试英语试卷.精品文档.华东政法大学2010年博士研究生入学考试英语试卷第一部分 基础英语试题Part I: Grammar & Vocabulary (10%)Directions: Choose the word or phrase that best completes each sentence and then mark your answers on your ANSWER SHEET 1.1. To most people, marriage is a_ affair. A. love-and

2、-hatred B. now or neverC. win-win situation D. give-and-take2. We tried to settle the argument but _ nothing.A. finishB. completedC. endedD. accomplished3. We should settle our difference by _ not by war.A. assignment B. compromiseC. security D. appointment4. Tramps as pioneers? It seemed absurd. I

3、kept _ the idea _.A. pondering, aboutB. mulling, aboutC. thinking, ofD. speculating, on5. People become _ the place they live in. A. associated with B. attached to C. appreciative ofD. attachable with 6. Since the days of Columbus, America has been another name for opportunity, where one seems to ac

4、complish _.A. anythingB. somethingC. nothingD. little 7. No matter how difficult the problem is, he can handle it _.A. at equal easeB. of equal easeC. with equal ease D. from equal ease8. The successful tramps would be _ the pioneers.A. equal B. equal ofC. equal toD. equals 9. Its likely for the out

5、standing ones to stand out _ the rest.A. off B. of C. from D. above10. Its human nature to _ wealth _ reach and neglect happiness already _.A. crave, within, within reachB. crave for, out of, in handC. chase after, beyond, beyond reachD. seek after, within, out of hand11. _ her surprise, migrant wor

6、kers are _.A. Out of, a tough and hard-working lotB. To, a diligent and cheerful lotC. To, diligent and tough lots.D. Out of, tough and hard-working lot12. When asked whether its the _ he is _, the answer, after some _, is invariably the same.A. money, after, hesitantB. money, craving for, thoughtC.

7、 money, chasing after, considerateD. money, craving, thinking13. Resourceful as the general was, he let _ spread that he would attack on a certain day next month.A. the word B. word C. a word D. words14. The _ would perish in a world of fierce competition. A. adaptable B. adapted C. inadaptable D. a

8、daptive 15. Its easy for the tramps to _ temper and get _ with the steady job.A. lose, sick B. control, fed up C. lose, fed up D. control, sick and tired16. We genuinely _ your opinion and your suggestion.A. appreciate of B. value C. evaluate as D. estimate about17. The Empire State Building is a fa

9、mous_ on the New York skyline.A. stumbling blockB. stepping blockC. landmarkD. spring board18. The teacher tried to _ the new boy _ by letting him say something about his hometown.A. drawfor B. drawback C. draw away D. draw upon 19. The grass was _ with dew. Drops of water _ in the sun.A. full, spar

10、kledB. wet, sparkledC. filled, gleamedD. abundant, gleamed20. What he said last night is _ a nuisance than it should be. A. more of B. less than C. just as D. more likePart II: Reading Comprehension (15%).Direction: There are 3 reading passages in this part. Each passage is followed by some question

11、s or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and mark the corresponding letter on the Answer Sheet 1 with a single line through the center.Passage One:Questions 21 to 25 are based on the following passage.Between the

12、eighth and eleventh centuries A.D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more striking because it followed a long period of severe internal decline. By the early eighth century, the empire had lost roughly two-thirds of the terr

13、itory it had possessed in the year 600, and its remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinople and extinguish the empire altogether. The wealth of the state and its subjects was greatly diminished, and artistic and literary production had virt

14、ually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, and its influence extended far beyond its borders. The economy had recovered, the treasury was full, and art and scholarship had advanced.To consider the

15、Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms of progress have gone together in a number of states and civilizations. Rome under Augustus and fifth-century Athens provide the most obvious examples in a

16、ntiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of progress might help explain the dynamics of historical change.The common explanation of these apparent connections in the case of Byzantium would run like this: when the empire h

17、ad turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and more money became available to patronize art and literature. Therefore, Byzantine military achievements led to economic advances, which in turn led to cultura

18、l revival. No doubt this hypothetical pattern did apply at times during the course of the recovery. Yet it is not clear that military advances invariably came first. Economic advances second, and intellectual advances third. In the 860s the Byzantine Empire began to recover from Arab incursions so t

19、hat by 872 the military balance with the Abbasid Caliphate had been permanently altered in the empires favor. The beginning of the empires economic revival, however, can be placed between 810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. A number of notable

20、scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that lasted until the fall of Constantinople in 1453.Thus the commonly expected order of military revival followed by economic and then by cultural recovery was reverse

21、d in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion.21. Which of the following best states the central idea of the passage?(A) The Byzantine Empire was a unique case in which the usual order of military and economic rev

22、ival preceding cultural revival was reversed.(B) After 810 Byzantine economic recovery spurred a military and, later, cultural expansion that lasted until 1453.(C) The eighth-century revival of Byzantine learning is an inexplicable phenomenon, and its economic and military precursors have yet to be

23、discovered.(D) The revival of the Byzantine Empire between the eighth and eleventh centuries shows cultural rebirth preceding economic and military revival, the reverse of the commonly accepted order of progress.22. The primary purpose of the second paragraph is which of the following?(A) To establi

24、sh the uniqueness of the Byzantine revival (B) To show that Augustan Rome and fifth-century Athens are examples of cultural, economic, and military expansion against which all subsequent cases must be measured(C) To suggest that cultural, economic, and military advances have tended to be closely int

25、errelated in different societies.(D) To argue that, while the revivals of Augustan Rome and fifth-century Athens were similar, they are unrelated to other historical examples23. It can be inferred from the passage that by the eleventh century the Byzantine military forces (A) had reached their peak

26、and begun to decline (B) had eliminated the Bulgarian army(C) were comparable in size to the army of Rome under Augustus (D) were strong enough to withstand the Abbasid Caliphates military forces 24. In the third paragraph, the author most probably provides an explanation of the apparent connections

27、 among economic, military, and cultural development in order to (A) suggest that the process of revival in Byzantium accords with this model (B) set up an order of events that is then shown to be not generally applicable to the case of Byzantium(C) cast aspersions on traditional historical scholarsh

28、ip about Byzantium(D) suggest that Byzantium represents a case for which no historical precedent exists 25. Which of the following does the author mention as crucial evidence concerning the manner in which the Byzantine revival began?(A) The Byzantine military revival of the 860s led to economic and

29、 cultural advances.(B) The Byzantine cultural revival lasted until 1453.(C) The Byzantine economic recovery began in the 900s.(D) The revival of Byzantine learning began toward the end of the eighth century.Passage TwoQuestions 26 to 30 are based on the following passage.In 1896 a Georgia couple sui

30、ng for damages in the accidental death of their two year old was told that since the child had made no real economic contribution to the family, there was no liability for damages. In contrast, less than a century later, in 1979, the parents of a three year old sued in New York for accidental-death

31、damages and won an award of $750,000.The transformation in social values implicit in juxtaposing these two incidents is the subject of Viviana Zelizers excellent book, Pricing the Priceless Child. During the nineteenth century, she argues, the concept of the “useful” child who contributed to the fam

32、ily economy gave way gradually to the present-day notion of the “useless” child who, though producing no income for, and indeed extremely costly to, its parents, is yet considered emotionally “priceless.” Well established among segments of the middle and upper classes by the mid-1800s, this new view

33、 of childhood spread throughout society in the late-nineteenth and early-twentieth centuries as reformers introduced child-labor regulations and compulsory education laws predicated in part on the assumption that a childs emotional value made child labor taboo.For Zelizer the origins of this transfo

34、rmation were many and complex. The gradual erosion of childrens productive value in a maturing industrial economy, the decline in birth and death rates, especially in child mortality, and the development of the companionate family (a family in which members were united by explicit bonds of love rath

35、er than duty) were all factors critical in changing the assessment of childrens worth. Yet “expulsion of children from the cash nexus, although clearly shaped by profound changes in the economic, occupational, and family structures,” Zelizer maintains. “was also part of a cultural process of sacrali

36、zation of childrens lives.” Protecting children from the crass business world became enormously important for late-nineteenth-century middle-class Americans, she suggests; this sacralization was a way of resisting what they perceived as the relentless corruption of human values by the marketplace.In

37、 stressing the cultural determinants of a childs worth, Zelizer takes issue with practitioners of the new “sociological economics,” who have analyzed such traditionally sociological topics as crime, marriage, education, and health solely in terms of their economic determinants. Allowing only a small

38、 role for cultural forces in the form of individual “preferences,” these sociologists tend to view all human behavior as directed primarily by the principle of maximizing economic gain. Zelizer is highly critical of this approach, and emphasizes instead the opposite phenomenon: the power of social v

39、alues to transform price. As children became more valuable in emotional terms, she argues, their “exchange” or “surrender” value on the market, that is, the conversion of their intangible worth into cash terms, became much greater.26. It can be inferred from the passage that accidental-death damage

40、awards in America during the nineteenth century tended to be based principally on the (A) earnings of the person at time of death (B) wealth of the party causing the death (C) degree of culpability of the party causing the death (D) amount of money that had been spent on the person killed 27. It can

41、 be inferred from the passage that in the early 1800s children were generally regarded by their families as individuals who(A) needed enormous amounts of security and affection(B) required constant supervision while working (C) were important to the economic well-being of a family (D) were unsuited

42、to spending long hours in school 28. The primary purpose of the passage is to (A) review the literature in a new academic subfield (B) present the central thesis of a recent book (C) contrast two approaches to analyzing historical change (D) refute a traditional explanation of a social phenomenon 29

43、. It can be inferred from the passage that which of the following statements was true of American families over the course of the nineteenth century?(A) The average size of families grew considerably (B) The percentage of families involved in industrial work declined dramatically.(C) Family members

44、became more emotionally bonded to one another.(D) Family members spent an increasing amount of time working with each other.30. Zelizer refers to all of the following as important influences in changing the assessment of childrens worth EXCEPT changes in (A) the mortality rate (B) the nature of indu

45、stry (C) the nature of the family (D) attitudes toward reform movements Questions 31 to 35 are based on the following passage.In the two decades between 1910 and 1930, over ten percent to the Black population of the United States left the South, where the preponderance of the Black population had be

46、en located, and migrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that the majority of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concu

47、rrent factors: the collapse of the cotton industry following the boll weevil infestation, which began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the First World War in 1914. This assumption has led to the conclusion that the migrants subsequent lack of economic mobility in the North is tied to rural background, a background that implies unfamiliarity with urban living and a lack of industrial skills.But the question