1、2011年南京大学考博英语真题试卷及答案与解析 一、 Structure and Vocabulary 1 Freud derived psychoanalytic knowledge of childhood indirectly; he _ childhood processes from adult memory. （ A） reconstructed （ B） incorporated （ C） released （ D） imagined 2 Some social critics took a dim view of the industrialism of the ninetee
2、nth century, believing that it_a harsh, crude life-style. （ A） eradicated （ B） facilitated （ C） obstructed （ D） fostered 3 The spellings of many old English words have been_in the living language, although their pronunciations have changed. （ A） preserved （ B） preempted （ C） revised （ D） improved 4
3、The sheer diversity of tropical plants represents a seemingly_source of raw materials, of which only a few have been utilized. （ A） exploited （ B） controversial （ C） inexhaustible （ D） remarkable 5 I am_to Mr. Morrison because of the kindness and concern that he showed me when I first got here. （ A）
4、 gratified （ B） indebted （ C） due （ D） desirous 6 The_feature in Teds character was pride; he couldnt ever think of depending on anyone but himself. （ A） controlling （ B） prevailing （ C） predominant （ D） primary 7 If you_the principle of democratic government to your family you will run into some ob
5、vious difficulties. （ A） carry （ B） track （ C） manipulate （ D） adapt 8 Ill go to the airport tomorrow morning to_a good friend who leaves for Australia. （ A） see off （ B） send off （ C） turn off （ D） say departure 9 Stanley was_by what I had said and when I realized this, I apologized to him for bein
6、g so tactless. （ A） wounded （ B） frustrated （ C） resented （ D） offended 10 The manager promised to pay them well and in return he would expect their loyalty and _. （ A） execution （ B） commitment （ C） endurance （ D） persistence 11 She is trying to_him by phone as she has some very important news for
7、him. （ A） touch （ B） reach （ C） connect （ D） attain 12 Old beliefs die hard; even when jobs became_, the long-standing fear that unemployment could return at a moments notice persisted. （ A） precious （ B） pervasive （ C） plentiful （ D） persuasive 13 The _ to the advertisement she placed in the newspa
8、pers was very good; over a hundred letters of application were received. （ A） response （ B） answer （ C） correspondence （ D） echo 14 They are no longer on speaking terms because she_his confidence. （ A） exposed （ B） destroyed （ C） proved （ D） betrayed 15 _a continuous mass of water on the Earths surf
9、ace, all continents are islands in the strictness sense of the word. （ A） The form of the oceans （ B） Since the oceans form （ C） To form the oceans （ D） That the oceans form 16 His family watched until the plane_behind the clouds. （ A） lost （ B） escaped （ C） fled （ D） vanished 17 Using many symbols
10、makes_to put a large amount of information on a single map. （ A） possible （ B） it possible （ C） it is possible （ D） that possible 18 The gloves were really too small, and it was only by _them that I managed to get them on. （ A） spreading （ B） squeezing （ C） extending （ D） stretching 19 The report cr
11、iticized the legislature for making college attendance dependent on the ability to pay, charging that, as a result, hundreds of qualified young people would be _ further education. （ A） entitled to （ B） striving for （ C） deprived of （ D） participating in 20 _choose to live in or near metropolitan ar
12、eas simply because they like the rapid pace of city life. （ A） Large numbers of people （ B） So large numbers of people to （ C） There are large numbers of people （ D） Large numbers of people who 二、 Cloze 20 Without exposure to the cultural, intellectual, and moral traditions that are our heritage, we
13、 are excluded from a common world that【 C1】 _generations. On the one hand, such exclusion tends to【 C2】 _us to recreate everything, a needless and largely impossible task; on the other hand, it tends to make us【 C3】 _to suggest that we are indeed the creators of the world and of all good ideas【 C4】
14、_in fact we are only a fragment of the history of man. 【 C5】 _entirely to ourselves, we could make only the slimmest contributions to wisdom. While the humanities overlap the fine and liberal arts, they are also related of necessity to the sciences and to technology. Some of the【 C6】 _of the humanit
15、ies raise questions about what ends are worthy to be【 C7】 _what ideals deserve【 C8】_But since it is futile to know what is worth doing without having any idea of how to get things done, effective study in the humanities requires respect for and attainment of factual knowledge and technological skill
16、. 【 C9】 _, it is pointless to know how to get things done without having any idea what is worth doing, so that informed study in applied science demands【 C10】 _in the humanities. 21 【 C1】 （ A） crosses （ B） passes down （ C） survives （ D） exists 22 【 C2】 （ A） warn （ B） facilitate （ C） compel （ D） enco
17、urage 23 【 C3】 （ A） arrogant （ B） exhausted （ C） productive （ D） reliable 24 【 C4】 （ A） since （ B） when （ C） whereas （ D） which 25 【 C5】 （ A） Provided （ B） Left （ C） Reserved （ D） Kept 26 【 C6】 （ A） arenas （ B） communities （ C） subjects （ D） disciplines 27 【 C7】 （ A） followed （ B） investigated （ C）
18、served （ D） abandoned 28 【 C8】 （ A） identification （ B） maintenance （ C） reverence （ D） endeavor 29 【 C9】 （ A） Similarly （ B） Contrarily （ C） Virtually （ D） Literally 30 【 C10】 （ A） concentration （ B） presupposition （ C） revelation （ D） reflection 三、 Reading Comprehension 30 Plato who may have under
19、stood better what forms the mind of man than do some of our contemporaries who want their children exposed only to “real“ people and everyday events knew what intellectual experiences make for true humanity. He suggested that the future citizens of his ideal republic begin their literary education w
20、ith the telling of myths, rather than with mere facts or so-called rational teachings. Even Aristotle, master of pure reason, said: “The friend of wisdom is also a friend of myth. “ Modern thinkers who have studied myths and fairy tales from a philosophical or psychological viewpoint arrive at the s
21、ame conclusion, regardless of their original persuasion. Mircea Eliade, for one, describes these stories as “models for human behavior that give meaning and value to life“ . He and others suggest that myths and fairy tales were derived from, or give symbolic expression to, initiation rites or other
22、rites of passage such as metaphoric death of an old, inadequate self in order to be reborn on a higher plane of existence. He feels this is why these tales meet a strongly felt need and are carriers of such deep meaning. Other investigations with a depth-psychological orientation emphasize the simil
23、arities between the fantastic events in myths and fairy tales and those in adult dreams and daydreams the fulfillment of wishes, the winning out over all competitors, the destruction of enemies and conclude that one attraction of this literature is its expression of that which is normally prevented
24、from coining to awareness. There are, however, very significant differences between fairy tales and dreams. There is general agreement that myths and fairy tales speak to us in the language of symbols representing unconscious content. Their appeal is simultaneously to our conscious mind, and to our
25、ideals as well. This makes it very effective; and in the tales content, inner psychological phenomena are give body in symbolic form. 31 In the opening paragraph, the author quotes Plato and Aristotle primarily in order to_. （ A） define the nature of myth （ B） contrast their opposing points of view
26、（ C） support the point that myths are valuable （ D） prove that myths originated in ancient times 32 In Paragraph 2, the word “persuasion“ means_. （ A） enticement （ B） convincing force （ C） political party （ D） opinion 33 It can be inferred from the passage that the authors interest in fairy tales ce
27、nters chiefly on their_. （ A） literary qualities （ B） historical background （ C） psychological relevance （ D） ethical weakness 34 Which of the following best describes the authors attitude toward fairy tales? （ A） Open approval. （ B） Reluctant fascination. （ C） Indulgent tolerance. （ D） Wary skeptic
28、ism. 34 Historians have long known that there were two sides to the Populist movement of the 1890 s; a progressive side, embodying the protests of formers against big business, and a darker side, marked by a distrust of Easterners, immigrants, and intellectuals, In the 1950s, one school of U. S. soc
29、ial thinkers constructed a parallel between this dark side of Populism and the contemporary anti-Communist crusade spearheaded by Wisconsin Senator Joseph McCarthy, which attacked liberalism, Eastern intellectuals, and civil liberties in general. To Seymour Martin Lipset, McCarthyism represented “th
30、e sour dregs of Populism“; to Edward Shils, McCarthyism, like Populism, exemplified “the ambiguous American impulse toward direct democracy. “ Noting that McCarthyism and Populism had both found their strongest support in the agrarian Midwest, Lipset argued that voters who backed agrarian protest mo
31、vements during earlier economic crises had supported McCarthy in the post-World II period of prosperity. In the eyes of writers like Lipset, the appeal of McCarthyism extended beyond the agrarian base of Populism to include urban groups such as industrial workers. Lipset claimed that “the lower clas
32、ses, especially the workers“ had backed McCarthy. In a more sweeping fashion, Lewis Feuer claimed that “it was the American lower class. who gave their overwhelming support to the attacks in recent years on civil liberties. “ Writing a few years later, political scientist Michael Paul Rogin challeng
33、ed these superficially plausible notions, contending that they merely embodied the writers own assumptions about the supposed intolerance of lower class groups, rather than a valid interpretation of McCarthyism. Rogin critically examined their assertions by the simple method of testing them against
34、the evidence. He tested Lipsets claims about the continuity of McCarthyism and earlier agrarian protest movements by breaking down statewide voting statistics on a county-by-county basis. He found that Wisconsin counties that had voted strongly for Progressives before World War II did not support Mc
35、Carthy; McCarthys support was concentrated in his home region and in ethnic German areas that had been traditionally conservative. The old Progressive vote had in fact gone to McCarthys opponents, the Democrats. To test Lipsets generalizations about McCarthys support among lower class groups, Rogin
36、attempted to determine whether industrial workers had, in fact, backed McCarthy. Correlating income and employment statistics with voting records, Rogin found that the greater the employment in industry in a given Wisconsin county, the lower was McCarthys share of the vote. Rogin concluded that the
37、thesis of “McCarthyism as Populism“ should be judged “not as the product of science but as a. venture into conservative political theory. “ 35 The author would probably assert the Populism and McCarthyism_. （ A） were completely opposite in character （ B） were responses to, respectively, agrarian and
38、 industrial conditions （ C） were essentially dissimilar movements that shared some common features （ D） each had both a progressive and a darker side 36 It can be inferred that Rogins most serious criticism of Lipset, Feuer, and Shilss methodology would probably be that they_. （ A） reached in correc
39、t conclusions about McCarthy （ B） failed to examine the evidence that could support or weaken their conclusions （ C） equated support for McCarthyism with anti-intellectualism （ D） placed too much emphasis on the dual character of Populism 37 According to the passage, Rogin concluded that the writing
40、s of Lipset, Shils and Feuer_. （ A） intentionally distorted historical evidence （ B） were flawed by political presuppositions （ C） lent support to attacks on civil liberties （ D） were marked by anti-intellectual bias 38 The author is primarily concerned with_. （ A） discoveries describing an instance
41、 of flawed historical analysis （ B） advocating the use of statistics methods in historical research （ C） examining the similarities between two political movements （ D） explaining why historical conclusions should be revised according to later revelations 38 According to anthropologists, people in p
42、reindustrial societies spent 3 to 4 hours per day or about 20 hours per week doing the work necessary for life. Modern comparisons of the amount of work performed per week, however, begin with the Industrial Revolution(1760 - 1840)when 10-12-hour workdays with six workdays per week were the norm. Ev
43、en with extensive time devoted to work, however, both incomes and standards of living were low. As incomes rose near the end of the Industrial Revolution, it became increasingly common to treat Saturday afternoon as a half-day holiday. The half holiday had become standard practice in Britain by the
44、1870s, but did not become common in the United States until the 1920s. In the United States, the first third of the twentieth century saw the workweek move from 60 hours per week to just 50 hours by the start of the 1930s. In 1914 Henry Ford reduced daily work hours at his automobile plants from 9 t
45、o 8. In 1926 he announced that henceforth his factories would close for the entire day on Saturday. At the time, Ford received criticism from other firms such as United States Steel and Westinghouse, but the idea was popular with workers. The Depression years of the 1930s brought with them the notio
46、n of job sharing to spread available work around; the workweek dropped to a modern low for the United States of 35 hours. In 1938 the Fair Labor Standards Act mandated a weekly maximum of 40 hours to begin in 1940, and since that time the 8-hour day, 5-day workweek has been the standard in the Unite
47、d States. Adjustments in various places, however, show that this standard is not immutable. In 1987, for example, German metalworkers struck for and received a 37. 5-hour workweek, and in 1990 many workers in Britain won a 37-hour week. Since 1989, the Japanese government has moved from a 6-to a 5-d
48、ay workweek and has set a national target of 1, 800 work hours per year for the average worker. The average amount of work per year in Japan in 1989 was 2, 088 hour per worker, compared to 1, 957 for the United States and 1, 646 for France. 39 What does the passage mainly discuss? （ A） Why people in
49、 preindustrial societies worked few hours per week. （ B） Changes that have occurred in the number of hours that people work per week. （ C） A comparison of the number of hours worked per year in several industries. （ D） Working conditions during the Industrial revolution. 40 Compared to preindustrial times, the number of hours in the workweek in the nineteenth century_
