兰州交通大学硕士英语考试

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兰州交通大学试卷（主卷）
考题书写要求：上下不得超过黑线两端点 Part Ⅰ Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay entitled College Students on the Job Market. You should write at least 150 words following the outline given below. 1.当今大学生面临着严重的就业压力 2.这一现象的产生有多方面的原因 3.解决的办法 College Students on the Job Market Part II Listening Comprehension (30 minutes) Section A Directions: In this section you will hear 10 short conversations. At the end of each conversation, a question w ill be asked about what was said. Both the conversation and the question will be spoken only once. After eac h question there will be a pause. During the pause, you must read the four choices marked A., B., C, and D., and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a sing le line through the center. 1. A. Where has the woman been? B. What does the woman mean by her question? C. Why did the woman ask such a question? D. Why does the woman wonder about him? 2. A. Giving a lecture B. Washing C. Meeting her sister D. Cleaning 3. A. 6:55 B. 7:05 C. 7:25 D. 7:15 4. A. To the restaurant B. Home C. To the movie theater D. To his work 5. A. The woman should have finished her project by now. B. The woman should work on her project for one more week. C. The woman shouldn't have spent a week on her project. D. The woman has been working at a very fast pace. 6. A. Go to the parties B. Go for a ride with the man C. Study for her exam D. Change her clothes 7. A. At a restaurant B. At a conference room C. At a drugstore D. At a clinic
8. A. 6:00 B. 5: 10 C. 5:00 D. 5:15
9. A. Smoke B. Offer the woman a cigarette
C. 5: 10
D. Put out his cigarette
10. A. The woman's boss didn't know she was late for work. B. The woman's boss asked why she wasn't there on time. C. The woman is usually punctual.
D. The woman's boss wants her to keep a habit of being on time.
Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some ques tions. Both the passage and the question will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A., B., C. and D., and decide which is the best answer. Then m ark the corresponding letter on the Answer Sheet with a single line through the center.
Passage One
Questions 11 to 13 are based on the passage you have just heard. 11. A. Iron tools. B. Snowshoes C. Political ways D. Guns for hunting 12. A. Training animals B. Hunting animals C. Planting crops D. Building houses 13. A. The new settlers survived the harsh winters thanks to the Indians' help. B. The new settlers introduced to the natives corn and beans. C. The natives tried to make the life of the new settlers resemble the life they once had in England. D. Life in the new world was not like what the Spanish explorers had reported. Passage Two
Questions 14 to 16 are based on the passage you have just heard. 14. A. They were children's favorite toys. B. They were first made of wood or stone. C. They were meant to bring good luck. D. They were invented in Greece. 15. A. Wooden and clay dolls B. Rag dolls C. Stone dolls D. Fashion dolls 16. A. Around 1700 B. Around 1800 C. Around 1900 D. Around 1600
课程 硕士英语六级 分数 班级 姓名 学号 2012 年 5月 10 日
Passage Three
Questions 17 to 20 are based on the passage you have just heard.
17. A. As a soldier B. As a dramatist
C. As a poet
D. As a translator
18. A. 1912 B. 1922 C. 1921 D. 1911
19. A. Almost three years B. Three years
C. Four years
D. Almost four years
20. A. 5 B. 4 C. 2 D. 3
Part III Reading Comprehension (35 minutes)
Directions: There are 4 reading passages in this part. Each passage is followed by some questions or unfinis hed statements. For each of them there are four choices marked A., B., C. and D. You should decide on th e best choice and mark the corresponding letter on the Answer Sheet with a single line through the center. Questions 21 to 25 are based on the following passage:
For all their great diversity of shapes and sizes, glaciers can be divided into two essential types: valley glaciers, which flow downhill from mountains and are shaped by the constraints of topography(地貌), and i ce sheets, which flow outward in all directions from dome—like centers of accumulated ice to cover vast e xpanse of terrain. Whatever their type, most glaciers are remnants of great shrouds of ice that covered the e arth eons ago. In a few of these glaciers the oldest ice is very ancient indeed; the age of parts of the Anta rctic sheet may exceed 500,000 years.
Glaciers are born in rocky womb above the snow line, where there is sufficient winter snowfall and su mmer cold for snow to survive the annual melting. The long gestation period of a glacier begins with the a ccumulation and gradual transformation of snowflakes. Soon after they reach the ground, complex snowflakes are reduced to compact, roughly spherical ice crystals, and the basic components of a glacier. As new laye rs of snow and firn, snow that survives the melting of the previous summer, accumulate, they squeeze out most of the air bubbles trapped within and between the crystals below. This process of recrystallization cont inues throughout the life of the glacier.
The length of time required for the creation of glacier ice depends mainly upon the temperature and th e rate of snowfall. In Iceland, where snowfall is heavy and summer temperatures are high enough to produc e plenty of melt—water, glacier ice may come into being in a relatively short time—say, ten years. In parts of Antarctica, where snowfall is scant and the ice remains well below its melting temperature year round, t he process may require hundreds of years.
The ice does not become a glacier until it moves under its own weight, and it cannot move significant ly until it reaches a critical thickness—the point at which the weight of the piled—up layers overcomes the internal strength of the ice and the friction between the ice and the ground. This critical thickness is about 60 feet. The fastest moving glaciers have been gauged at not much more than two and a half miles per y ear, and some cover less than 1/100 inch in that same amount of time. But no matter how infinitesimal the flow, movement is what distinguishes a glacier from a mere mass of ice. 21. Which of the following is the most appropriate definition of glacier?
A. Glaciers fall into two basic categories: valley glaciers and ice sheets.
B. Glaciers are huge masses of ice that move under their own weight.
C. Glaciers either flow downhill from mountains or flow outward in all directions from dome—like centers of accu mulated ice.
D. Glaciers are primarily formed in the rocky mountain tops above the snow line.
22. What is implied in the passage?
A. Glaciers can be divided into many categories according to their shapes and sizes.
B. Ice sheets move faster than valley glaciers.
C. It takes longer for glaciers to form in Antarctica than in Iceland.
D. Valley glaciers are not as old as ice sheets.
23. Why does the author mention the formation of glaciers in Iceland in the third paragraph?
A. Heavy snowfall and high summer temperatures make glaciers come into existence in a relatively short period of time in Iceland.
B. Iceland contains some of the oldest ice sheets in existence.
C. Iceland has one of the best—preserved glaciers in the world.
D. People expect to find some relatively new glaciers in Iceland.
24. What analogy did the author use when describing the formation of glaciers?
A. womb
B. trap
C. crystal
D. birth
25. Which of the following is the best title for the article?
A. Formation of Glaciers
B. Sizes and Shapes of Glaciers
C. The History of Glaciers
D. Why Do Glaciers Move?
Questions 26 to 30 are based on the following passage:
Botany, the study of plants, occupies a peculiar position in the history of human knowledge. For many thousands of years it was the one field of awareness about which humans had anything more than the vaguest of insights. It is impossible to know today just what our Stone Age ancestors knew about plants, but from what we can observe of pre—industrial societies that still exist, a detailed learning of plants and their properties must be extremely ancient. This is logical. Plants are the basis of the food pyramid for all living things, even for other plants. They have always been enormously important to the welfare of people, not only for food, but also for clothing, weapons, tools, dyes, medicines, shelter, and a great many other purposes. Tribes living today in the jungle of the Amazon recognize literally hundreds of plants and know many properties of each. To them botany, as such, has no name and is probably not even recognized as special branch of “knowledge" at all.
Unfortunately, the more industrialized we become the farther away we move from direct contact with plants, and the less distinct our knowledge of botany grows. Yet everyone comes unconsciously on an amazing amount of botanical knowledge, and few people will fail to recognize a rose, an apple, or an orchid. When our Neolithic ancestors, living in the Middle East about 10,000 years ago, discovered that certain grasses could be harvested and their seeds planted for richer yields the next season, the first great step in a new association of plants and humans was taken. Grains were discovered and from them flowed the marvel of agriculture: cultivated crops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a little there from many varieties that grew
wild. And the accumulated knowledge of tens of thousands of years of experience and intimacy with plants in the wild would begin to fade away.
26. According to the first paragraph, early humans .
A. did not enjoy the study of botany
B. placed great importance on the ownership of properties
C. probably had extensive knowledge about plants
D. didn't know how to cultivate crops
27. The word “this” in the sentence “This is logical” most probably refers to.
A. that our ancestors knew plants are the basis of the food pyramid for all living things
B. that our ancestors' knowledge about plants and their properties was very detailed and organized。

C. that extensive knowledge about plants and their properties are essential in the cultivation of crops in pre—industrial societies
D. that a detailed learning of plants and their properties was not obtained until the pre—industrial societies came into being
28. According to the author, when did our knowledge of botany become less distinct?
A. As our society become industrialized.
B. As our direct contact with plants increases.
C. As urbanization took place.
D. As we became less interested in the extensive botanical knowledge.
29. Why does the author mention tribes living in the jungle of the Amazon in the passage?
A. To show that people who have no contact with modern civilization have no idea what the term botany means.
B. To show even the most primitive people have extensive knowledge about plants and their properties.
C. To show how important the study of botany is to human beings.
D. To show that how people unconsciously come into possession of an amazing amount of botanical knowledge.
30. The relationship between botany and agriculture is similar to the relationship between the study of animals and .
A. sheep raising
B. bird watching
C. deer hunting
D. horse riding
Questions 31 to 35 are based on the following passage:
The great advance in rocket theory 40 years ago showed that liquid—fuel rocket were far superior in every respect to the skyrocket with its weak solid fuel, the only kind of rocket then known. However, during the last decade, large solid—fuel rockets with solid fuels about as powerful as liquid—fuels have made their appearance, and it is a favorite layperson's question to inquire which one is better. The question is meaningless; one might as well ask whether a gasoline or a diesel engine is better. It all depends on the purpose. A liquid—fuel rocket is complicated, but has the advantage that it can be controlled beautifully. The burning of the rocket engine can be stopped completely; it can be re—ignited when desired. In addition, the thrust can be made to vary by adjusting the speed of the fuel pumps.
A solid—fuel rocket, on the other hand, is rather simple in construction, though hard to build when a really large size is desired. But once you have a solid—fuel rocket, it is ready for action at very short notice. A liquid—fuel rocket has to be fueled first and cannot be held in readiness for very long after it has been fueled. However, once a solid—fuel rocket has been ignited, it will keep burning. It cannot be stopped and re—ignited whenever desired(it could be stopped and re—ignited after a pre—calculated time of burning has elapsed) and its thrust cannot be varied. Because a solid—fuel rocket can be kept ready for a long time, most military missiles employ solid fuels, but human—piloted space flight needs the fine adjustments that can only be provided by liquid fuels. It may be added that a liquid—fuel rocket is an expensive device; a large solid—fuel rocket is, by comparison, cheap. But the solid fuel, pound per pound, costs about 10 times as much as the liquid fuel. So you have, on the one hand, an expensive rocket with a cheap fuel and on the other hand a comparatively cheap rocket with an expensive fuel.
31. Which of the following is implied in the passage?
A. Rockets using liquid fuel was not available 40 years ago although researches were being done on the practicabi lity of using liquid fuel in rockets.
B. It was not until the last decade that rockets using solid fuels made their appearance.
C. Complicated rockets using solid fuel have the advantage of flexibility and adjustability that liquid—fuel rockets don't possess.
D. Liquid fuel costs about 10 times as much as the solid fuel costs.
32. Which of the following was
A. They are easy to control.
B. Their thrust is variable.
C. They are easy to construct.
D. Their speed is adjustable.
33. Solid—fuel rockets are expensive to operate because of their .
A. burning time
B. size
C. fuel
D. engines
34. The chief consideration for using liquid fuels in human—piloted space flights is that the rocket .
A. is inexpensive to construct
B. is capable of carrying heavy cargo
C. is easy to control
D. is inexpensive to operate
35. Which of the following statements is true about solid—fuel rockets?
A. They are simple to construct.
B. They can be re—ignited when desired.
C. They can provide fine adjustments in operation.
D. They cost a lot less than liquid—fuel rockets to construct.
Questions 36 to 40 are based on the following passage:
For some time past it has been widely accepted that babies—and other creatures—learn to do things because c ertain acts lead to rewards; and there is no reason to doubt that this is true. But it used also to be widely believe d that effective rewards, at least in the early stages, had to be directly related to such basic physiological drives a s thirst or hunger. In other words, a baby would learn if he got food or drink or some sort of physical comfort, not otherwise.
It is now clear that this is not so. Babies will learn to behave in ways that produce results in the world with no reward except the successful outcome.
Papousek began his studies by using milk in the normal way to reward the babies and so teach them to carry out some simple movements, such as turning the head to one side or the other. Then he noticed that a baby who had had enough to drink would refuse the milk but would still go on making the learned response in situations where no milk was provided. He quickly found that children as young as four months would learn to turn their he ads to right or left if the movement switched
on a display of lights—and indeed that they were capable of learning quite complex turns to bring about t his result, for instance, two left or two right, or even to make as many as three turns to one side.
Papousek's light display was placed directly in front of the babies and he made the interesting observati on that sometimes they would not turn back to watch the lights closely although they would smile and bub ble when the display came on. Papousek concluded that it was not primarily the sight of the lights which p leased them, it was the success they were achieving in solving the problem, in mastering the skill, and that there exists a fundamental human urge to make sense of the world and bring it under intentional control.
36. In this article, the author suggests that babies learn to do things when
A. such acts lead to desired rewards
B. they enjoy a sense of achievement
C. their curiosity is satisfied
D. they can derive fun from such acts
37. In his experiment, Papousek noticed that a baby
A. would go on making the learned response with no milk provided
B. would have to have enough to drink before the experiment began
C. would not make the learned response until milk is provided
D. would make the learned response with pleasure only when it saw the light display
38. According to the passage, the babies would smile and bubble when the light display was turned on primarily because
A. the babies were impressed by the beautiful sight
B. the lights are related to babies' physical drives
C. the babies felt they succeeded in switching on the lights
D. the babies were happy that they learned how to respond to this sight
39. According to Papousek, the pleasure the babies displayed when they saw the light display was a reflection of
A. the satisfaction of their curiosity
B. the satisfaction of their physiological needs
C. the basic human urge to understand and control the world
D. the babies' desire to solve complex problems
40. What does the word “it” in the last line refer to?
A. success
B. skill
C. light
D. world
Part V Cloze (5 minutes)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the center.
Approximately, forty percent of Americans see themselves as shy, while only 20 percent say they have never suffered from shyness at some point in their lives. Shyness occurs when a person's apprehensions are so great that they 41 his making an expected or desired social response. 42 of shyness can be as minor as 43 to make eye contact when speaking to someone, 44 as major as avoiding conversations whenever possible.
"Shy people tend to be too 45with themselves," said Jonathan Cheek, a psychologist, who is one of those at the forefront of current research on the topic." 46 , for a smooth conversation, you need to pay attention to the other person's cues, 47 he is saying and doing. But the shy person is full of 48 about how he seems to the other person, and so he often 49 cues he should pick up. The result is an awkward lag in the conversation. Shy people need to stop focusing on50 and switch their attention to the other person."
51 , shy people by and large have 52 social abilities than they think they do.53Dr. Cheek videotaped shy people talking to 54 , and then had raters (评估者) evaluate how socially skilled the people were, he found that, in the 55 of other people, the shy group had few 56 problems. But when he asked the shy people themselve57 they had done, they were unanimous in saying that they had been social hops(失败).
"Shy people are their own58 critics," Dr. Cheek said. 59 , he added, shy people feel they are being judged more 60 than they actually are, and overestimate how obvious their social anxiety is to others.
62. A) prevent B) inhibit C) keep D) motivate
63. A) Symptoms B) Signals C) Highlights D) Incidences
64. A) succeeding B) failing C) acting D) responding
65. A) but B) not C) or D) nor
66. A) preoccupied B) absorbed C) engaged D) indulged
67. A) However B) Then C) For example D) Instead
68. A) that B) which C) what D) how
69. A) worries B) feelings C) emotions D) indifferences
70. A) follows B) picks up C) misses D) catches
71. A) the conversation B) shyness
C) others D) themselves
72. A) Therefore B) Nevertheless
C) On the contrary D) Similarly
73. A) worse B) as good C) better D) best
74. A) When B) Since C) While D) As
75. A) themselves B) friends C) strangers D) others
76. A) name B) terms C) case D) eyes
77. A) oblivious B) obvious C) oblique D) obscure
78. A) what B) whatever C) how D) however
79. A) best B) justice C) fair D) worst
80. A) In particular B) In contrast C) In general D) In comparison
81. A) positively B) negatively C) subjectively D) objectively。