厦门大学英语基础知识.docx

1、厦门大学英语基础知识厦门大学2004年招收攻读硕士学位研究生入 学 考 试 试 题招生专业 外国语言学及应用语言学 考试科目及代码 321 英语基础知识 研究方向 英语应用语言学 英美文学叙述学 注意：答案必须标明题号，按序写在专用答题纸上，写在本试卷上或草稿纸上者一律不给分。Part I: Reading Comprehension (50%)Directions: Read the following passages and answer the questions after each passage. Mark your answers on the Answer Sheet onl

2、y.Passage 1 Teachers and librarians need to be aware of the emotional, intellectual, and physical changes that young adults experience, and they need to give serious thought to how they can best accommodate such changes. Growing bodies need movement and exercise, but not just in ways that emphasize

3、competition. Because they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the reassurance that comes from achieving success and knowing that their accomplishments are admired by others. However, the typ

4、ical teenage lifestyle is already filled with so much competition that it would be wise to plan activities in which there are more winners than losers; for example, publishing newsletters with many student-written book reviews, displaying student artwork, and sponsoring science fiction, fantasy, or

5、other special-interest book discussion clubs. A variety of small clubs can provide multiple opportunities for leadership, as well as for practice in successful group dynamics. Making friends is extremely important to teenagers, and many shy students need the security of some kind of organization wit

6、h a supportive adult barely visible in the background. In these activities, it is important to remember that young teens have short attention spans. A variety of activities should be organized so that participants can remain active as long as they want and then go on to something else without feelin

7、g guilty and without letting the other participants down. This does not mean that adults must accept irresponsibility. On the contrary, they can help students acquire a sense of commitment by planning for roles that are within their capabilities and their attention spans and by having clearly stated

8、 rules. Teenagers need limitations, but they also need the opportunity to help establish what these limits and expectations will be. Adults also need to realize that the goal of most adolescents is to leave childhood behind as they move into adulthood. This has implications for whether libraries tre

9、at young adult services as a branch of the childrens or the adults department. Few teenagers are going to want to sit on small childrens chairs or compete with nine- and ten-year-olds when they pick books off the shelves. Neither are they going to be attracted to books that use the word children or

10、picture preteens on the covers. Young adults want a wide variety of informational books about aspects of their lives that are new; for example, the physical development of their bodies, the new freedom they have to associate mainly with peers instead of family, and the added responsibilities they fe

11、el in deciding what kinds of adult roles they will fit. 1. Which of the following statements accurately reflects the view of the author?(A) The reading material available in libraries and schools meets the emotional, intellectual, and physical changes for students.(B) Young adults need to have the o

12、ption for reading material that speaks to the needs of their developing physical and emotional makeup.(C) Teachers are ready to assist students with reading material.(D) Reading material meets the needs of life changes for teens.2. As compared with childrens literature, adolescent literature (A) dea

13、ls with the emotional needs.(B) concerns itself with intellectual changes.(C) approaches the physical needs.(D) all of the above. 3. The particular recommendation of this article is that (A) children and adolescents need to be separated.(B) the needs of adolescents are greater than those of children

14、.(C) the needs of changing adolescents must be accommodated.(D) libraries and classrooms are constructed for all students.4. The main idea of this article is the (A) need for having clubs for students that will help them to compete.(B) reality that student activities can help to provide a non-threat

15、ening environment for youth.(C) environment for learning is set by furnishings.(D) implication that teachers and librarians should be aware of ways to assist young adults in coping with lifes changes. 5. According to this selection, the primary desire of young adults is for literature that will(A) p

16、rovide information about moving from childhood to adulthood.(B) let them see themselves in a favorable light. (C) provide them with a pattern to follow.(D) give exciting looks into the future as an adult.Passage 2John Ruskin was born in 1819 in the family of a rich wine merchant in London. His paren

17、ts did not send him to school but had him taught at home. His mother, a very religious woman, made him read the Bible from beginning to end, turning to the Genesis again as soon as he had reached the Apocalypse, year in year out. The result of this training was, he says, to make every word of the Sc

18、riptures familiar to my ear in habitual music”.Ruskin entered Oxford at seventeen, in 1836. But an attack of consumption made him leave the university in 1840. For two years he traveled and studied art and architecture in Europe, independently. During these trips, he formed his own aesthetic thought

19、 and gathered materials for his book “Modern Painters”. After taking his degree at Oxford at twenty-four, he published the first volume of “Modern Painters”, which made him famous as an art critic. The five volumes of the whole work appeared over a period of seventeen years (1843-60). While “Modern

20、Painters” was still on hand, Ruskin wrote and published “The Seven Lamps of Architecture” (1849) and “The Stones of Venice” (1851-3). These three books are his major works in the sphere of art criticism.After 1860 Ruskin turned his attention to social problems, and his literary career witnessed a tr

21、ansition from art criticism to social criticism. To do what he could to alleviate the misery of peoples life became his mission. He lectured to workers and wrote articles on social reforms. In 1860 a series of his essays on political economy appeared in “The Cornhill Magazine” edited by Thackeray. B

22、ut the opposition of the bourgeois readers to these essays was so strong that Thackeray was compelled to stop their publication. Another series of papers on economics contributed to the “ Frasers Magazine” met with the same fate. These two series of articles were published later in book from as “Unt

23、o This Last” (1862) and “Munera Pulveris” (1872). His concern for social problems is again shown in “Sesame and Lilies” (1865), which contains two long lectures: The first, “Sesame: Of Kings Treasuries”, deals with the questions of what to read and how to read; the second, “Lilies: Of Queens Gardens

24、,” treats of the education and power of women. To Ruskin, “Unto This Last” and “Sesame and Lilies” contain “the chief truths I have endeavored through all my past life to display”. 6. Why did Ruskin leave Oxford?(A) He met a financial problem.(B) He did not pass the examination.(C) He wanted to trav

25、el around Europe and study art and architecture.(D) He was sick at that time. 7. The passage said that Ruskin turned his attention to social problems after 1860 because _.(A) Ruskins book “Modern Painters” ended at that time(B) Ruskins works were the evidence(C) The author knew that from the biograp

26、hy of Ruskin(D) Ruskin declared it at that time8. According to the passage, what happened to some economic papers of Ruskin in 1860?(A) They were not published.(B) They were delayed by the editor for 2 years.(C) Ruskin did not contribute until 2 years later.(D) They were accepted by the bourgeois re

27、aders. Passage 3Black holes, when imagined, are unimaginable. But popular culture got used to them anyway. Black holes are the stars of movies, the heroes of books, the byword for all kinds of bad risks. They are overfamiliar and all but clich. Luckily, astronomers are not bored yet. In the last few

28、 years, they have found increasing evidence of black holes both in our galaxy and outside it. These days, whats most unbelievable about black hoes is that they seem to be real. For certain stars, black holes are the afterlife. Stars the size of our sun spend their lives burning fuel and radiating li

29、ght, balancing the radiations push outward against gravitys pull inward. As a star runs out of fuel, gravity begins to win. The star condenses and shrinks smaller and smaller until gravitys pull is again balanced, this time by the force that keeps electrons from crowding too close together. The star

30、, now called a white dwarf, shines for a while, then gradually cools and dims. In stars with masses more than eight times the suns, gravity is correspondingly stronger. These stars die with a bang in supernova explosions, which blow away much of the stars mass. If what remains is less than three sol

31、ar masses, gravity jams the negatively charged electrons and the positively charged protons together. The opposite charges neutralize each other, and the remnant core, now composed entirely of neutrons, is called a neutron star. It has shrunk to about ten miles in diameter. Matter this compact “begg

32、ars description,” says Jeffrey McClintock, an astronomer at the Harvard-Smithsonian Center for astrophysics in Massachusetts. If the Great Lakes were made this compact, they would fit into a bathroom sink. “Compact is the word we like to use,” McClintock adds, “because dense doesnt even cover it.” Neutron stars shine when theyre formed, most brightly in X rays; they also have magnetic fields that can send out crisp pulses of radio waves. In stars with masses forty times the suns, gravity is strong enough to make the unthinkable happen. Th