上海海事大学第二外语试卷

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2014年上海海事大学攻读硕士学位研究生入学考试试题（重要提示：答案必须做在答题纸上，做在试题上不给分）

考试科目代码256考试科目名称二外英语

Part I. Vocabulary and Grammar （1×30=30%）In this section there are 30 sentences, and after each there are four choices marked A, B, C

and D. Choose the ONE that best fits into each sentence and write the corresponding letter on the Answer Sheet.

1.Johnson isn't tired of Shanghai, it seems, but appearances can be _________.

A. deceptive

B. receptive

C. perceptive

D. intuitive

2.Jeremy said he agreed but his voice lacked ________.

A. inspiration

B. conviction

C. imitation

D. preoccupation

3.Be brave. The world community should not _________ in the face of this economic recession.

A. shuffle

B. flinch

C. stake

D. avoid

4.Water is the softest substance in the world, but yet it can _______ the hardest rock.

A. plow

B. trespass

C. prevail

D. penetrate

5.Many of the girls from the South seemed to be _______ with excitement on seeing the snow.

A. addicted

B. annoyed

C. infused

D. lamented

6.I believe that people should live in houses that allow them to ________ from the harsh

realities of life.

A. wither

B. retreat

C. carve

D. avoid

7.He is waiting for them to recognize him and eventually they do, much to his _________.

A. nomination

B. gratification

C. justification

D. obligation

8.What you do for a living is critical to where you settle and how you live ––– and the

__________ is also true.

A. converse

B. reverse

C. back

D. access

9.People develop on-line relationships with folks on the other side of the globe, but at the

expense of the time that would have otherwise been __________for involvements with their

peers in reality.

A. simulated

B. fragmented

C. available

D. alienated

10.He's a wanted killer, and the police have been given strict instructions to __________ him at

all costs.

A. comprehend

B. supplement

C. compliment

D. apprehend

11.The hundred or so pictures he took the next day _______ the fullest photographic record of

nuclear destruction in existence.

A. compromise

B. attribute

C. constitute

D. distribute

12.The photograph display the fate of a single city, but their meaning is _______, since what

happened to Nagasaki can happen to any city in the world.

A. universal

B. unearthly

C. usual

D. united

13.The human imagination had stumbled to _______ in the wreckage of the first ruined city

without reaching even the outskirts of the second.

A. fragility

B. exhaustion

C. existence

D. continuation

14.In his research, Professor Danes found the _______ of human beings to fight after they've

been defeated.

A. affection

B. fragility

C. resiliency

D. tapestry

15.In prosperity our friends know us, but in ________ we know our friends.

A. reality

B. attachment

C. advertising

D. adversity

16. The lower-paid spend a __________ large amount of their earnings on food.

A. myopic

B. pervasively

C. disproportionately

D. insidiously

17. Children from __________ families are usually addicted to computer games for comfort.

A. blatant

B. dysfunctional

C. illiterate

D. self-reliant

18. By the end of the evening she had abandoned all __________ of being interested.

A. pretense

B. exertion

C. simulation

D. idiocy

19. His rise to fame was quite __________ ––– in less than eighteen months he was a household name.

A. promising

B. prominent

C. phenomenal

D. outstanding

20.We thought that feminism was about liberating women from enforced domestic and maternal ___________.

A. practice

B. drudgery

C. regularity

D. boredom

21.After a long, hot, and _______ journey we fell asleep the moment our heads touched the

pillows.

A. intensive

B. arduous

C. harsh

D. rigid

22.Visitors are often __________ by the maze of streets in Shanghai.

A. cluttered

B. mixed

C. bewildered

D. committed

23.The freshmen embrace with ________ their new life on the university campus.

A. sincerity

B. solitude

C. courage

D. gusto

24.Her daughters were eagerly called to ___________ of her joy.

A. pay

B. partake

C. depart

D. part

25.So show up on time for meetings and appointments, always call if you’re going to be late for

dinner, ______ your duties and responsibilities.

A. live up to

B. be accustomed to

C. be used to

D. be attentive to

26.Driven by strong __________, he has been working hard at English.

A. impulse

B. motivation

C. emotion

D. mood

27.All the performances and seminars were highly _________ to the National Day celebrations.

A. associative

B. restricted

C. pertinent

D. suitable

28.It is beyond doubt that Shakespeare takes _______ over any other playwright throughout the

world.

A. pride

B. precedence

C. prime

D. proceeding

29.There is a _______ difference between “egoism” and “individualism”.

A. subtle

B. enormous

C. small

D. striking

30. What worries the principal about these students is their _______ ––– they seem to have no

desire to expand their horizons.

A. confidence

B. commonsense

C. competence

D. complacency

Part II. Reading Comprehension (1×20=20%) There are 4 passages in this part. Each passage is followed by some questions 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 write the corresponding letter on the Answer Sheet.

Passage One

Questions 31 to 35 are based on the following passage.

There are good reasons to be troubled by the violence that spreads throughout the media. Movies, Television and video games are full of gunplay and bloodshed, and one might reasonably ask what’s wrong with a society that presents videos of domestic violence as entertainment.

Most researchers agree that the causes of real-world violence are complex. A 1993 study by the U.S. National Academy of Sciences listed “biological, individual, family, peer, school, and community factors” as all playing their parts.

Viewing abnormally large amounts of violent television and video games may well contribute to violent behavior in certain individuals. The trouble comes when researchers downplay uncertainties in their studies or overstate the case for causality. Skeptics were dismayed several years ago when a group of societies including the American Medical Association tried to end the debate by issuing a joint statement: “At this time, well over 1,000 studies point overwhelmingly to a causal connection between media violence and aggressive behavior in some children.”

Freedom-of-speech advocates accused the societies of catering to politicians, and even disputed the number of studies (most were review articles and essays, they said). When Jonathan Freedman, a social psychologist at the University of Toronto, reviewed the literature, he found only 200 or so studies of television-watching and aggression. And when he weeded out “the most doubtful measures of aggression”, only 28% supported a connection.

The critical point here is causality. The alarmists say they have proved that violent media cause aggression. But the assumptions behind their observations need to be examined. When labeling games as violent or non-violent, should a hero eating a ghost really be counted as a violent event? And when experimenters record the time it takes game players to read ‘aggressive’ or ‘non-aggressive’ words from a list, can we be sure what they are actually measuring? The intent of the new Harvard Center on Media and Child Health to collect and standardize studies of media violence in order to compare their methodologies, assumptions and conclusions is an important step in the right direction.

Another appropriate step would be to tone down the criticism until we know more. Several researchers write, speak and testify quite a lot on the threat posed by violence in the media. That is, of course, their privilege. But when doing so, they often come out with statements that the matter has now been settled, drawing criticism from colleagues. In response, the alarmists accuse critics and news reporters of being deceived by the entertainment industry. Such clashes help neither science nor society.

31. Why is there so much violence shown in movies, TV and video games?

A) There is a lot of violence in the real world today.

B) Som ething has gone wrong with today’s society.

C) Many people are fond of gunplay and bloodshed.

D) Showing violence is thought to be entertaining.

32. What is the skeptics’ (Line 3. Para. 3) view of media violence?

A) Violence on television is a fairly accurate reflection of real-world life.

B) Most studies exaggerate the effect of media violence on the viewers.

C) A causal relationship exists between media and real-world violence.

D) The influence of media violence on children has been underestimated.

33. The author uses the term “alarmists” (Line 1. Para. 5) to refer to those who ________.

A) use standardized measurements in the studies of media violence

B) initiated the debate over the influence of violent media on reality

C) assert a direct link between violent media and aggressive behavior

D) use appropriate methodology in examining aggressive behavior

34. In refuting the alarmists, the author advances his argument by first challenging ________.

A) the source and amount of their data

B) the targets of their observation

C) their system of measurement

D) their definition of violence

35. What does the author think of the debate concerning the relationship between the media and violence?

A) More studies should be conducted before conclusions are drawn.

B) It should come to an end since the matter has now been settled.

C) The past studies in this field have proved to be misleading.

D) He more than agrees with the views held by the alarmists.

Passage Two

Questions 36 to 40 are based on the following passage.

At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks they're bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants' impact on the economy and the reality?

There are a number of familiar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nation's fears and insecurities. There's some truth to all these explanations, but they aren't quite sufficient.

To get a better understanding of what's going on, consider the way immigration's impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, notes that the ones who profit mo st directly from immigrants’ low-cost labor are businesses and employers ––– meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers’ savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration reduced the wages of American high-school dropouts by 9% between 1980-2000.

Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was the fiscal burden of immigration. That conclusion was reinforced by another finding: that their opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants’ access to certain benefits.

The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected ––– say, low-skilled workers, or California residents ––– the impact isn't all that dramatic. "The unpleasant voices have tended to dominate our perceptions," says Daniel Tichenor, a political science professor at the University of Oregon. "But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one." Too bad most people don't realize it.

36. What can we learn from the first paragraph?

A) Whether immigrants are good or bad for the economy has been puzzling economists.

B) The American economy used to thrive on immigration but now it's a different story.

C) The consensus among economists is that immigration should not be encouraged.

D) The general public thinks differently from most economists on the impact of immigration.

37. In what way does the author think ordinary Americans benefit from immigration?

A) They can access all kinds of public services.

B) They can get consumer goods at lower prices.

C) They can mix with people of different cultures.

D) They can avoid doing much of the manual labor.

38. Why do native low-skilled workers suffer most from illegal immigration?

A) They have greater difficulty getting welfare support.

B) They are more likely to encounter interracial conflicts.

C) They have a harder time getting a job with decent pay.

D) They are no match for illegal immigrants in labor skills.

39. What is the chief concern of native high-skilled, better-educated employees about the inflow of immigrants?

A) It may change the existing social structure.

B) It may pose a threat to their economic status.

C) It may lead to social instability in the country.

D) It may place a great strain on the state budget.

40. What is the irony about the debate over immigration?

A) Even economists can't reach a consensus about its impact.

B) Those who are opposed to it turn out to benefit most from it.

C) People are making too big a fuss about something of small impact.

D) There is no essential difference between seemingly opposite opinions.

Passage Three

Questions 41 to 45 are based on the following passage.

Several recent studies have found that being randomly assigned to a roommate of another race can lead to increased tolerance but also to a greater likelihood of conflict.

Recent reports found that lodging with a student of a different race may decrease prejudice and compel students to engage in more ethnically diverse friendships.

An Ohio State University study also found that black students living with a white roommate saw higher academic success throughout their college careers. Researchers believe this may be caused by social pressure.

In a New York Times article, Sam Boakye –––– the only black student on his freshman year floor ––– said that "if you're surrounded by whites, you have something to prove."

Researchers also observed problems resulting from pairing interracial students in residences.

According to two recent studies, randomly assigned roommates of different races are more likely to experience conflicts so strained that one roommate will move out.

An Indiana University study found that interracial roommates were three times as likely as two white roommates to no longer live together by the end of the semester.

Grace Kao, a professor at Penn said she was not surprised by the findings. "This may be the first time that some of these students have interacted, and lived, with someone of a different race," she said.

At Penn, students are not asked to indicate race when applying for housing.

"One of the great things about freshman housing is that, with some exceptions, the process throws you together randomly," said Undergraduate Assembly chairman Alec Webley. "This is the definition of integration."

"I've experienced roommate conflicts between interracial students that have both broken down stereotypes and reinforced stereotypes," said one Penn resident advisor (RA). The RA of two years added that while some conflicts "provided more multicultural acceptance and melding" there were also "jarring cultural confrontations."

The RA said that these conflicts have also occurred among roommates of the same race.

Kao said she cautions against forming any generalizations based on any one of the studies, noting that more background characteristics of the students need to be studied and explained.

41. What can we learn from some recent studies?

A) Conflicts between students of different races are unavoidable.

B) Students of different races are prejudiced against each other.

C) Interracial lodging does more harm than good.

D) Interracial lodging may have diverse outcomes.

42. What does Sam Boakye's remark mean?

A) White students tend to look down upon their black peers.

B) Black students can compete with their white peers academically.

C) Black students feel somewhat embarrassed among white peers during the freshman year.

D) Being surrounded by white peers motivates a black student to work harder to succeed.

43. What does the Indiana University study show?

A) Interracial roommates are more likely to fall out.

B) Few white students like sharing a room with a black peer.

C) Roommates of different races just don't get along.

D) Assigning students' lodging randomly is not a good policy.

44. What does Alec Webley consider to be the "definition of integration"?

A) Students of different races are required to share a room.

B) Interracial lodging is arranged by the school for freshmen.

C) Lodging is assigned to students of different races without exception.

D) The school randomly assigns roommates without regard to race.

45. What does Grace Kao say about interracial lodging?

A) It is unscientific to make generalizations about it without further study.

B) Schools should be cautious when making decisions about student lodging.

C) Students' racial background should be considered before lodging is assigned.

D) Experienced resident advisors should be assigned to handle the problems.

Passage Four

Questions 46 to 50 are based on the following passage.

At the age of twelve years, the human body is at its most vigorous. It has yet to reach its full size and strength, and its owner his or her full intelligence; but at this age the likelihood of death is least. Earlier, we were infants and young children, and consequently more vulnerable; later, we shall undergo a progressive loss of our vigor and resistance which, though imperceptible at first, will finally become so steep that we can live no longer, however well we look after ourselves, and however well society, and our doctors, look after us.

This decline in vigor with the passing of time is called ageing. It is one of the most unpleasant discoveries which we all make that we must decline in this way, that if we escape wars, accidents and disease we shall eventually "die of old age", and that this happens at a rate which differs little from person to person, so that there are heavy odds in favor of our dying between the ages of sixty-five and eighty. Some of us will die sooner, a few will live longer –––– on into a ninth or tenth decade. But the chances are against it, and there is a virtual limit on how long we can hope to remain alive, however lucky and robust we are.

Normal people tend to forget this process unless and until they are reminded of it. We are so familiar with the fact that man ages, that people have for years assumed that the process of losing vigor with time, of becoming more likely to die the older we get, was something self-evident, like the cooling of a hot kettle or the wearing-out of a pair of shoes. They have also assumed that all animals, and probably other organisms such as trees, or even the universe itself, must in the nature of things "wear out".

Most animals we commonly observe do in fact age as we do, if given the chance to live long enough; and mechanical systems like a wound watch, or the sun, do in fact run out of energy in accordance with the second law of thermodynamics (whether the whole universe does so is a moot point at present). But these are not analogous to what happens when man ages. A run-down watch is still a watch and can be rewound. An old watch, by contrast, becomes so worn and unreliable that it eventually is not worth mending. But a watch could never repair itself –––– it does not consist of living parts, only of metal, which wears away by friction. We could, at one time, repair ourselves ––––well enough, at least, to overcome all but the most instantly fatal illnesses and accidents. Between twelve and eighty years we gradually lose this power; an illness which at twelve would knock us over, at eighty can knock us out, and into our grave. If we could stay as vigorous as we are at twelve, it would take about 700 years for half of us to die, and another 700 for the survivors to be reduced by half again.

46. Which of the following statements is INCORRECT?

A. Our first twelve years represent the peak of human development.

B. People usually are unhappy when reminded of ageing.

C. Normally only a few of us can live to the eighties and nineties.

D. People are usually less likely to die at twelve years old.

47. The word "it" in the last sentence of Paragraph Two refers to

A. remaining alive until 65.

B. remaining alive after 80.

C. dying before 65 or after 80.

D. dying between 65 and 80.

48. What is ageing?

A. It is usually a phenomenon of dying at an old age.

B. It is a fact that people cannot live any longer.

C. It is a gradual loss of vigor and resistance.

D. It is a phase when people are easily attacked by illness.

49 . What do the examples of watch show?

A. Normally people are quite familiar with the ageing process.

B. All animals and other organisms undergo the ageing process.

C. The law of thermodynamics functions in the ageing process.

D. Human's ageing process is different from that of mechanisms.

50. Which of the following best fits the style of this passage?

A. Argumentation.

B. Exposition.

C. Narration.

D. Description.

Part III.Cloze (0.5×20=10%) There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) after the passage. You should choose the ONE that best fits into the passage. Then write the corresponding letter on the Answer Sheet.

Have you ever wondered what our future is like? Practically all people _51_ a desire to predict their future _52_. Most people seem inclined to _53_ this task using causal reasoning. First we _54_ recognize that future circumstances are _55_ caused or conditioned by present ones. We learn that getting an education will _56_ how much money we earn later and that swimming beyond the reef may bring an unhappy _57_ with a shark.

Second, people also learn that such _58_ of cause and effect are probabilistic in nature. That is, the effects occur more often when the causes occur than when the causes are _59 , but not always. Thus, students learn that studying hard _60_ good grades in most instances, but not every time. Science makes these concepts of causality and probability more _61_ and provides techniques for dealing _62_ them more accurately than does causal human inquiry. In looking at ordinary human inquiry, we need to _63_ between prediction and understanding. Often, even if we don't understand why, we are willing to act _64_ the basis of a demonstrated predictive ability.

Whatever the primitive drives _65_ motivate human beings, satisfying them depends heavily on the ability to _66_ future circumstances. The attempt to predict is often played in a _67_ of knowledge and understanding. If you can understand why certain regular patterns _68_, you can predict better than if you simply observe those patterns. Thus, human inquiry aims _69_ answering both "what" and "why" question, and we pursue these _70_ by observing and figuring out.

51. [A]exhibit [B]exaggerate [C]examine [D]exceed

52. [A]contexts [B]circumstances [C]inspections [D]intuitions

53.[A]underestimate [B]undermine [C]undertake [D]undergo

54. [A]specially [B]particularly [C]always [D]generally

55. [A]somehow [B]somebody [C]someone [D]something

56. [A]enact [B]affect [C]reflect [D]inflect

57. [A]meeting [B]occurrence [C]encounter [D]contact

58. [A]patterns [B]designs [C]arrangements [D]pictures

59. [A]disappointed [B]absent [C]inadequate [D]absolute

60.[A]creates [B]produces [C]loses [D]protects

61.[A]obscure [B]indistinct [C]explicit [D]explosive

62.[A]for [B]at [C]in [D]with

63.[A]distinguish [B]distinct [C]distort [D]distract

64.[A]at [B]on [C]to [D]under

65.[A]why [B]how [C]that [D]where

66.[A]predict [B]produce [C]pretend [D]precede

67.[A]content [B]contact [C]contest [D]context

68.[A]happen [B]occur [C]occupy [D]incur

69.[A]at [B]on [C]to [D]beyond

70.[A]purposes [B]ambitions [C]drives [D]goals

Part IV. English-Chinese Translation (10×1=10%) Translate the following passage into Chinese on the ANSWER SHEET.

It is not only in public ways, but in private life equally, that wisdom is needed. It is needed in the choice of ends to be pursued and in emancipation from personal prejudice. Even an end which it would be noble to pursue if it were attainable may be pursued unwisely if it is inherently impossible of achievement. Many men in past ages devoted their lives to a search for the philosopher’s stone and the elixir of life. No doubt, if they could have found them, they would have conferred great benefits upon mankind, but as it was their lives were wasted.

Part V. Chinese-English Translation (2×5=10%) Translate the following sentences into English on the ANSWER SHEET，each with the word or phrase in the bracket.

1. 他由于对诗歌的杰出贡献被美国许多大学授予名誉学位。（confer…upon）

2. 他脑海里经常浮现过去的景象：那时他无忧无虑，没有生活的重压。（conjure up）

3. 当哈姆雷特拿不定主意该采取什么行动时，他就装疯。（feign）

4. 年轻人容易盲目崇拜体育圈和娱乐圈的明星。（make a fetish of）

5. 建设一个充满生机和爱意的社会需要所有公民的共同努力。(vibrant with)

Part VI. Writing (20×1=20%) Tourism is a booming business in China. However, some people worry that too many tourists may bring harm to the environment, while others don't think so. What is your opinion? Write on ANSWER SHEET a composition of about 150 English words on the following topic:

Will Tourism Bring Harm to the Environment?

You are to write in three parts.

In the first part, state specifically what your opinion is.

In the second part, provide one or two reasons to support your opinion.

In the last part, bring what you have written to a natural conclusion or make a summary.

Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks.

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