学位英语考试题型说明.docx

Sample Paper Part I Writing (1’*15) Directions: In this part, you are given 30 minutes to write a composition of about 120 words based on the outline given in Chinese below. Online Learning Outline: 1. 随着技术的进步和需求的增长，在线学习日益成为普遍现象。 2. 在线学习有许多优势，如学习的时间、地点等更加灵活，…… 3. 仍然有一些在线学习无法解决的问题，如…… Part II Communicative English (0.5’*10) Directions:In this section, there are 10 incomplete dialogues. Read and choose the best response to complete the dialogue. 1. – I won a big prize, an iPad mini, in our school talent show this year. – ______________________ a. Congratulations! b. You are welcome! c. Best wishes! d. Not at all! ---------（2-9 略） 10. – We should be more independent in order to meet the needs of our modern life. – ______________________ a. It’s a pleasure. b. What a pity! c. I think so, too. d. The same to you. Part III Reading Section A Directions: In this section, you are required to read a long passage and finish the two tasks that follow. First, scan the passage and rearrange the 5 numbered paragraphs into the correct order. The first two and the last two paragraphs have been given. Then, read the ten statements that follow the passage and decide whether they are TRUE or FALSE. Who Says Girls Should Be Secretaries Not Scientists? The main concern of Daniela Schallert, Executive Director, ABZ Austria, a women’s training organization, is that gender imbalance in her country’s education system may be under valuing and under utilizing its female citizens. “Men continue to outnumber women across Europe at universities, research institutes and in industry,” she says. ABZ is Vienna-based and has a staff of 65 women, including experts, who work mainly to ensure gender equality in the labor market. At present, Mechanical Engineering attracts 10 percent of female students to Vienna’s Technical University, while the percentage of women in Chemical Engineering is two percent. Further statistics regarding female employees in academic fields reveal that few women make it to high positions. Female academics total 24 percent in Austria and in Europe the number is just 29 percent. ① These efforts are expected to eventually eliminate gender disparity on a campus like the Vienna University of Technology where female students enrolled in 2007 comprised a mere 25 percent of all students. Subjects such as informatics, physics and mechanical manufacturing continue to be dominated by male students to this day. The ABZ works in close cooperation with Vienna University, the city’s University of Technology, and University of Natural Resources and Applied Life Sciences. The main challenge remains to break through the unwillingness of many female secondary school students to study traditionally male subjects. “Due to the stereotyping, women do not even think of being part of technical education. For women and girls here to choose a non-traditional profession means challenging the accepted female identity. Therefore, year-afteryear girls go for typical female professions in an attempt to preserve the female identity,”Schallert observes with regret, adding that this way of thinking pervades the Austrian school system and the higher academic fields. ② The average proportion of women on scientific boards is 24 percent, with Norway and Finland at 48 percent and 47 percent, respectively. This figure is a stark ( 明 显 的 ) contrast to countries like Italy and Poland, with 13 percent and 7 percent. Research funding also suggests a gender gap. In 17 of 26 European countries, men have higher success rates for securing funding. Aware of the low level of female representation in scientific and technical research in general and in higher positions in particular, the EC and European Parliament would like to see the number of women in higher scientific ranks raised to 25 percent. ③To make a difference, ABZ got together with Renate Brauner, the capital’s vice mayor, in an effort to increase the proportion of girls studying natural science and technology related subjects. Brauner chipped in Euro 200,000 (US$1= Euro 0.74) for a summer campaign this year to introduce 100 female students between 16 years and 18 years to university departments that are considered a male domain. Come July and August and girls from different state-run schools in Vienna, who have signed up for the summer programme, will get an opportunity to become familiar with the natural sciences and technological subjects in the hope that they will opt for them once they finish school. Experts will introduce them to traditionally male dominated topics, as they meet professors, help with research work in laboratories and spend time in computer rooms. At the end of the one-month orientation period, each student will be paid Euro 700, as an incentive. ④ The European Union (EU) first started to address the issue in 1999, when it set up an evaluation committee known as the “Helsinki Group”. Sociologists and natural scientists on the panel—hailingfrom EU member countries—draftedreports on the situation in their countries. The group also appointed “statistical correspondents”, based at national universities and private institutes, to ensure European statistics were comparable across countries. The reports of the Helsinki Group and their correspondents serve as guidelines for the EU and individual countries. Gender inequality has been an issue in Austria for long. The ABZ was born in 1992 to help women find gainful employment. The entry of Austria into the EU in 1995 was also an invitation for women to participate in the common labor market. Within two years the ABZ had developed an integrated programme providing counseling, orientation and job placement for women wanting to return to the labor market. The ABZ’s Work While Learning programme introduced women to nontraditional subjects such as information technology and the new media in the late 1990s. The work of the publicly funded non-profit organization continues to revolve around strategies that make women creative members of the economy. ⑤ According to Schallert, the classical three professions chosen by a majority of women in Austria continue to be retailing, secretarial help and hairdressing. And the conventional view of women as housewives and men as breadwinners is the rule not just in Austria but across Europewhere gender inequality on university campuses is serious. In 2006, the European Commission (EC) reported that although 40 percent of Ph.D. students in the natural sciences are female, only 11.3 percent make it to the top positions as professors and research directors. In engineering and technology, 21.9 percent of Ph.D. students are female, but this total dips to 5.8 percent at the highest levels of academia. In order to prepare women for a future in non-traditional jobs, the ABZ offers training and a work programme according to the principle “learning by doing” to 20 women each year. Two other initiatives help out women interested in technical professions. WIT, or women in technology, is a project of the public employment service where women also benefit from the advisory service of the country’s public employment service. MUT, or girls and techniques, was founded in 2002 with the similar aim to support and encourage women and girls to pursue a more technical profession. However, the greatest challenge remains: To break through barriers of gender stereotyping that has harmed women’s self-esteem. As a result of that stereotyping, girls are not expected to perform well in math and science in school. Consequently, girls’ self-confidence in these subjects is decreased. In the manner of a self-fulfilling prophecy, this has led to fewer women pursuing the study of the “hard” sciences. And those who do succeed in the sciences early in life are known to abandon it later. Very few studies compare men’s and women’s career paths in the sciences but it is well known that a majority of professional women eventually allow their partner’s career to take precedence over theirs. Most women generally bear the major but unpaid responsibility of childcare and accumulate “time out” periods from their careers. Women publish fewer papers during their early careers compared to their male colleagues and in addition they end contributing towards making societal change almost impossible. Task A 11. Which of the following is the correct order in which the five numbered paragraphs should come? (5’*1) a. ③①⑤②④ b. ①④②⑤③ c. ⑤④①③② d. ②①③⑤④ Task B Read the following statements and decide whether they are TRUE or FALSE. (1.5’*10) 12. Women’s lack of confidence in performing well in math and science led to gender stereotyping. a. TRUE. b. FALSE. 13. Renate Brauner funded the summer campaign in order to make more females take the subjects considered male-dominated. a. TRUE. b. FALSE. ----------（14-19 略） 20. ABZ is a training institution for women, which takes gender equality in the job market as their main responsibility. a. TRUE. b. FALSE. 21. According to Schallert, women choose the traditional female professions all the time because there are too few openings in the male-dominated professions for women. a. TRUE. b. FALSE. Section B Directions: In this section, there are four passages. Read the passages and answer the questions that follow.(2’*20) 共 4 篇（其它 3 篇略） In such a changing, complex society formerly simple solutions to informational needs become complicated. Many of life’s problems which were solved by asking family members, friends or colleagues are beyond the capability of the extended family to resolve. Where to turn for expert information and how to determine which expert advice to accept are questions facing many people today. In addition to this, there is the growing mobility of people since World War Ⅱ. As families move away from their stable community, their friends of many years, their extended family relationships, the informal flow of information is cut off, and with it the confidence disappears that information will be available when needed and will be trustworthy and reliable. The almost unconscious flow of information about the simplest aspects of living can be cut off. Thus, things once learned subconsciously through the casual communications of the extended family must be consciously learned. Adding to societal changes today is an enormous stockpile of information. The individual now has more information available than any other generation, and the task of finding that one piece of information relevant to his or her specific problem is complicated, time-consuming and sometimes even overwhelming. Coupled with the growing quantity of information is the development of technologies which enable the storage and delivery of more information with greater speed to more locations than has ever been possible before. Computer technology makes it possible to store vast amounts of data in machine-readable files, and to program computers to locate specific information. Telecommunications developments enable the sending of messages via television, radio, and very shortly, electronic mail to bombard people with multitudes of messages. Satellites have extended the power of communications to report events at the instant of occurrence. Expertise can be shared worldwide through teleconferencing, and problems in dispute can be settled without the participants leaving their homes and/or jobs to travel to a distant conference site. Technology has facilitated the sharing of information and the storage and delivery of information, thus making more information available to more people. In this world of change and complexity, the need for information is of greatest importance. Those people who have accurate, reliable up-to-date information to solve the day-to-day problems, the critical problems of their business, social and family life, will survive and succeed. “Knowledge is power” may well be the truest saying and access to information may be the most critical requirement of all people. 37.The word “it” (Line 3, Para. 2) most probably refers to _______. a. the lack of stable communities b. the breakdown of informal information channels c. the increased mobility of families d. the growing number of people moving from place to place 38.The main problem people may encounter today arises from the fact that _______. a. they have to learn new things consciously b. they lack the confidence of securing reliable and trustworthy information c. they have difficulty obtaining the needed information readily d. they can hardly carry out casual communications with an extended family 39.From the passage we can infer that _______. a. electronic mail will soon play a dominant role in transmitting messages b. it will become more difficult for people to keep secrets in an information era c. people will spend less time holding meetings or conferences d. events will be reported on the spot mainly through satellites 40.Technology facilitates _______. a. sharing information b. storing and sending information c. providing people with easy access to more information d. all of the above 41.We can learn from the last paragraph that _______. a. it is necessary to obtain as much information as possible b. people should make the best use of the information c. we should realize the importance of accumulating information d. it is of vital importance to acquire needed information efficiently Section C Directions: In this section, there is a passage with twenty blanks, each with four possible answers. Read the passage and choose the best one for each blank to complete the passage. (1’*20) Children model themselves largely on their parents. They do so mainly through identification. Children identify (42) a parent when they believe they have the qualities and feelings that are (43) of that parent. The things parents do and say – and the (44) they do and say to them―strongly influence a child’s (45). However, parents must consistently behave like the type of (46) they want their child to become. A parent’s actions (47) affect the self-image that a child forms (48) identification. Children who see mainly positive qualities in their (49) will likely learn to see themselves in a positive way. Children who observe chiefly (50) qualities in their parents will have difficulty (51) positive qualities in themselves. Children may (52) their self-image, however, as they become increasingly (53) by peers groups’ standards before they grow up. Isolated events, (54) dramatic ones, do not necessarily have a permanent (55) on a child’s behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can, for (56), accept the divorce of their parents or a parent’s early (57). But if children feel unloved, they may interpret such events (58) a sign of rejection or punishment. In the same way, all children are not influenced (59) by toys and games, reading matter, and television programs. (60) in the ease of a dramatic change in family relations, the effect of an activity or experience depends on how the child (61) it. 42. a) to 43. a) informed 44. a) gesture 45. a) behavior 46. a) person 47. a) too 48. a) before 49. a) eyes 50. a) negative 51. a) see 52. a) modify 53. a) followed 54. a) not 55. a) idea 56. a) effect 57. a) death 58. a) as 59. a) even 60. a) Oh 61. a) analyzes b) with b) characteristic b) expression b) words b) human b) nevertheless b) besides b) parents b) cheerful b) seeing b) copy b) influenced b) besides b) wonder b) example b) reward b) being b) ever b) Alas b) interprets c) around c) conceived c) way c) mood c) creature c) also c) with c) peers c) various c) saw c) give up c) given c) even c) stamp c) truth c) advice c) of c) alike c) Right c) clarifies d) for d) indicative d) extent d) reactions d) adult d) however d) through d) behaviors d) complex d) seen d) continue d) depended d) finally d) effect d) fact d) teaching d) for d) also d) As d) translates