一 : 2014年中考英语真题及答案-黑龙江哈尔滨英语(扫描版)【学科网】

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哈尔滨中考网 2014年中考英语真题及答案-黑龙江哈尔滨英语(扫描版)【学科网】

哈尔滨中考网 2014年中考英语真题及答案-黑龙江哈尔滨英语(扫描版)【学科网】

哈尔滨中考网 2014年中考英语真题及答案-黑龙江哈尔滨英语(扫描版)【学科网】

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二 : 2012年1月MBA联考英语真题及答案解析

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Section 1 Use of Eninglish
Directions :
Millions of Americans and foreigners see GI.Joe as a mindless war toy ,the symbol of American military adventurism, but that’s not how it used to be .To the men and women who （1 )in World War II and the people they liberated ,the GI.was the （2) man grown into hero ,the pool farm kid torn away from his home ,the guy who （3) all the burdens of battle ,who slept in cold foxholes,who went without the （4) of food and shelter ,who stuck it out and drove back the Nazi reign of murder .this was not a volunteer soldier ,not someone well paid ,（5) an average guy ,up （6 )the best trained ,best equipped ,fiercest ,most brutal enemies seen in centuries.
His name is not much.GI. is just a military abbreviation （7) Government Issue ,and it was on all of the article 8) to soldiers .And Joe? A common name for a guy who never（9) it to the top .Joe Blow ,Joe Magrac …a working class name.The United States has （10) had a president or vicepresident or secretary of state Joe.
GI .joe had a (11)career fighting German ,Japanese , and Korean troops . He appers as a character ,or a (12 ) of american personalities, in the 1945 movie The Story of GI. Joe, based on the last days of war correspondent Ernie Pyle. Some of the soldiers Pyle(13)portrayde themselves in the film. Pyle was famous for covering the (14)side of the warl, writing about the dirt-snow -and-mud soldiers, not how many miles were(15)or what towns were captured or liberated, His reports(16)the “willie” cartoons of famed Stars and Stripes artist Bill Maulden. Both men(17)the dirt and exhaustion of war, the (18)of civilization that the soldiers shared with each other and the civilians: coffee, tobacco, whiskey, shelter, sleep. (19)Egypt, France, and a dozen more countries, G.I. Joe was any American soldier,(20)the most important person in their lives.
1.[A] performed [B]served [C]rebelled [D]betrayed
2.[A] actual [B]common [C]special [D]normal
3.[A]bore [B]cased [C]removed [D]loaded
4.[A]necessities [B]facilitice [C]commodities [D]propertoes
5.[A]and [B]nor [C]but [D]hence
6.[A]for [B]into [C] form [D]against
7.[A]meaning [B]implying [C]symbolizing [D]claiming
8.[A]handed out [B]turn over [C]brought back [D]passed down
9.[A]pushed [B]got [C]made [D]managed
10.[A]ever [B]never [C]either [D]neither
11.[A]disguised [B]disturbed [C]disputed [D]distinguished
12.[A]company [B]collection [C]community [D]colony
13.[A]employed [B]appointed [C]interviewed [D]questioned
14.[A]ethical [B]military [C]political [D]human
15.[A]ruined [B]commuted [C]patrolled [D]gained
16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted
17.[A]neglected [B]avoided [C]emphasized [D]admired
18.[A]stages [B]illusions [C]fragments [D]advancea
19.[A]With [B]To [C]Among [D]Beyond
20.[A]on the contrary [B] by this means [C]from the outset [D]at that point
Section II Resdiong Comprehension
Part A
Directions:
Read the following four texts. answer the question after each text by choosing A,B,C or D. Mark your answers on ANSWER SHEET 1.(40 points)
Text 1
Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educational ritual. Unfortunately, L.A. Unified has produced an inflexible policy which mandates that with the exception of some advanced courses, homework may no longer count for more than 10% of a student’s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot do without expensive equipment. But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a pat of schooling: teachers are allowed to assign as much of it as they want. But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see vey little difference on their report cards. Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what works best for their students, the policy imposes a flat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework. If the district finds homework to be unimportant to its students’ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing. Conversely, if homework does nothing to ensure that the homework students are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings. It is not too late for L.A. Unified to do homework right.
21.It is implied in paragraph 1 that nowadays homework_____.
[A] is receiving more criticism
[B]is no longer an educational ritual
[C]is not required for advanced courses
[D]is gaining more preferences
22.L.A.Unified has made the rule about homework mainly because poor students_____.
[A]tend to have moderate expectations for their education
[B]have asked for a different educational standard
[C]may have problems finishing their homework
[D]have voiced their complaints about homework
23.According to Paragraph 3,one problem with the policy is that it may____.
[A]discourage students from doing homework
[B]result in students' indifference to their report cards
[C]undermine the authority of state tests
[D]restrict teachers' power in education
24. As mentioned in Paragraph 4, a key question unanswered about homework is whether______. [A] it should be eliminated
[B]it counts much in schooling
[C]it places extra burdens on teachers
[D]it is important for grades
25.A suitable title for this text could be______.
[A]Wrong Interpretation of an Educational Policy
[B]A Welcomed Policy for Poor Students
[C]Thorny Questions about Homework
[D]A Faulty Approach to Homework
Text2
Pretty in pink: adult women do not rememer being so obsessed with the colour, yet it is pervasive in our young girls’ lives. Tt is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fuses girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls’ lives and interests.
Girls’ attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What’s more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children’s marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defined them as female, at least for the first few critical years.
I had not realised how profoundly marketing trends dictated our perception of what is natural to kins, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children’s behaviour: wrong. Turns out, acdording to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing trick by clothing manufacrurers in the 1930s.
Trade publications counselled department stores that, in order to increase sales, they should create a “third stepping stone” between infant wear and older kids’ clothes. Tt was only after “toddler”became a common shoppers’ term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults,into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences - or invent them where they did not previously exist.
26.By saying "it is...the rainbow"(Line 3, Para.1),the author means pink______.
[A]should not be the sole representation of girlhood
[B]should not be associated with girls' innocence
[C]cannot explain girls' lack of imagination
[D]cannot influence girls' lives and interests
27.According to Paragraph 2, which of the following is true of colours？
[A]Colours are encoded in girls' DNA.
[B]Blue used to be regarded as the colour for girls.
[C]Pink used to be a neutral colour in symbolising genders.
[D]White is prefered by babies.
28.The author suggests that our perception of children's psychological development was much influenced by_____.
[A]the marketing of products for children
[B]the observation of children's nature
[C]researches into children's behavior
[D]studies of childhood consumption
29.We may learn from Paragraph 4 that department stores were advised to_____.
[A]focus on infant wear and older kids' clothes
[B]attach equal importance to different genders
[C]classify consumers into smaller groups
[D]create some common shoppers' terms
30.It can be concluded that girls' attraction to pink seems to be____.
[A] clearly explained by their inborn tendency
[B]fully understood by clothing manufacturers
[C] mainly imposed by profit-driven businessmen
[D]well interpreted by psychological experts
Text 3
In 2010. a federal judge shook America's biotech industry to its core. Companies had won patents for isolated DNA for decades-by 2005 some 20% of human genes were parented. But in March 2010 a judge ruled that genes were unpatentable. Executives were violently agitated. The Biotechnology Industry Organisation (BIO), a trade group, assured members that this was just a “preliminary step” in a longer battle.
On July 29th they were relieved, at least temporarily. A federal appeals court overturned the prior decision, ruling that Myriad Genetics could indeed holb patents to two genss that help forecast a woman's risk of breast cancer. The chief executive of Myriad, a company in Utah,said the ruling was a blessing to firms and patients alike.
But as companies continue their attempts at personalised medicine, the courts will remain rather busy. The Myriad case itself is probably not over Critics make three main arguments against gene patents: a gene is a product of nature, so it may not be patented; gene patents suppress innovation rather than reward it; and patents' monopolies restrict access to genetic tests such as Myriad's. A growing number seem to agree.Last year a federal task-force urged reform for patents related to genetic tests. In October the Department of Justice filed a brief in the Myriad case, arguing that an isolated DNA molecule “is no less a product of nature... than are cotton fibres that have been separated from cotton seeds. ”
Despite the appeals court's decision, big questions remain unanswered. For example, it is unclear whether the sequencing of a whole genome violates the patents of indivi dual genes within it. The case may yet reach the Supreme Court.
AS the industry advances ,however,other suits may have an even greater www.61k.com are unlikely to file many more patents for human DNA molecules-most are already patented or in the public domain .firms are now studying how genes intcract,looking for correlations that might be used to determine the causes of disease or predict a drug’s efficacy,companies are eager to win patents for ‘connecting the dits’,expaains hans sauer,alawyer for the BIO.
Their success may be determined by a suit related to this issue, brought by the Mayo Clinic, which the Supreme Court will hear in its next term. The BIO rtcently held a convention which included seddions to coach lawyers on the shifting landscape for patents. Each meeting was packed.
31.it canbe learned from paragraph I that the biotech companies would like-----
A.their executives to be active
B.judges to rule out gene patenting
C.genes to be patcntablc
D.the BIO to issue a warning
32.those who are against gene patents believe that----
A.genetic tests are not reliable
B.only man-made products are patentable
C.patents on genes depend much on innovatiaon
D.courts should restrict access to gene tic tests
33.according to hans sauer ,companies are eager to win patents for----
A.establishing disease comelations
B.discovering gene interactions
C.drawing pictures of genes
D.identifying human DNA
34．By saying “each meeting was packed”(line4,para6)the author means that -----
A.the supreme court was authoritative
B.the BIO was a powerful organization
C.gene patenting was a great concern
D.lawyers were keen to attend conventiongs
www.61k.com speaking ,the author’s attitude toward gene patenting is----
A.critical
B.supportive
C.scornful
D.objectiv
Text 4
The great recession may be over, but this era of high joblessness is probably beginning. Before it ends,
it will likely change the life course and character of a generation of young adults. And ultimately, it is likely to reshape our politics,our culture, and the character of our society for years.
No one tries harder than the jobless to find silver linings in this national economic disaster. Many said that unemployment, while extremely painful, had improved them in some ways; they had become less materialistic and more financially prudent; they were more aware of the struggles of others. In limited respects, perhaps the recession will leave society better off. At the very least, it has awoken us from our national fever dream of easy riches and bigger houses, and put a necessary end to an era of reckless personal spending.
But for the most part, these benefits seem thin, uncertain, and far off. In The Moral Consequences of Economic Growth, the economic historian Benjamin Friedman argues that both inside and outside the U.S. ,lengthy periods of economic stagnation or decline have almost always left society more mean-spirited and less inclusive, and have usually stopped or reversed the advance of rights and freedoms. Anti-immigrant sentiment typically increases, as does conflict between races and classes.
Income inequality usually falls during a recession, but it has not shrunk in this one,. Indeed, this period of economic weakness may reinforce class divides, and decrease opportunities to cross them--- especially for young people. The research of Till Von Wachter, the economist in Columbia University, suggests that not all people graduating into a recession see their life chances dimmed: those with degrees from elite universities catch up fairly quickly to where they otherwise would have been if they had graduated in better times; it is the masses beneath them that are left behind.
In the internet age, it is particularly easy to see the resentment that has always been hidden winthin American society. More difficult, in the moment , is discerning precisely how these lean times are affecting society’s character. In many respects, the U.S. was more socially tolerant entering this resession than at any time in its history, and a variety of national polls on social conflict since then have shown mixed results. We will have to wait and see exactly how these hard times will reshape our social fabric. But they certainly it, and all the more so the longer they extend.
36.By saying “to find silver linings”（Line 1,Para.2）the author suggest that the jobless try to___.
[A]seek subsidies from the govemment
[B]explore reasons for the unermployment
[C]make profits from the troubled economy
[D]look on the bright side of the recession
37.According to Paragraph 2,the recession has made people_____.
[A]realize the national dream
[B]struggle against each other
[C]challenge their lifestyle
[D]reconsider their lifestyle
38.Benjamin Friedman believe that economic recessions may_____.
[A]impose a heavier burden on immigrants
[B]bring out more evils of human nature
[C]Promote the advance of rights and freedoms
[D]ease conflicts between races and classes
39.The research of Till Von Wachther suggests that in recession graduates from elite universities tend to _____.
[A]lag behind the others due to decreased opportunities
[B]catch up quickly with experienced employees
[C]see their life chances as dimmed as the others’
[D]recover more quickly than the others
40.The author thinks that the influence of hard times on society is____.
[A]certain
[B]positive
[C]trivial
[D]destructive
Part B
Directions:
Read the following text and answer the questions by finding information from the left column that corresponds to each of the marked details given in the right column. There are two extra choices in the right column. Mark your answers on ANSWER SHEERT 1.(10 points)
“Universal history, the history of what man has accomplished in this world, is at bottom the History of the Great Men who have worked here,” wrote the Victorian sage Thomas Carlyle. Well, not any more it is not.
Suddenly, Britain looks to have fallen out with its favourite historical form. This could be no more than a passing literary craze, but it also points to a broader truth about how we now approach the past: less concerned with learning from forefathers and more interested in feeling their pain. Today, we want empathy, not inspiration.
From the earliest days of the Renaissance, the writing of history meant recounting the exemplary lives of great men. In 1337, Petrarch began work on his rambling writing De Viris Illustribus - On Famous Men, highlighting the virtus (or virtue) of classical heroes. Petrarch celebrated their greatness in conquering fortune and rising to the top. This was the biographical tradition which Niccolo Machiavelli turned on its head. In The Prince, the championed cunning, ruthlessness, and boldness, rather than virtue, mercy and justice, as the skills of successful leaders.
Over time, the attributes of greatness shifted. The Romantics commemorated the leading painters and authors of their day, stressing the uniqueness of the artist's personal experience rather than public glory. By contrast, the Victorian author Samual Smiles wrote Self-Help as a catalogue of the worthy lives of engineers , industrialists and explores . "The valuable examples which they furnish of the power of self-help, if patient purpose, resolute working and steadfast integrity, issuing in the formulation of truly noble and many character, exhibit,"wrote Smiles."what it is in the power of each to accomplish for himself"His biographies of James Walt, Richard Arkwright and Josiah Wedgwood were held up as beacons to guide the working man through his difficult life.
This was all a bit bourgeois for Thomas Carlyle, who focused his biographies on the truly heroic lives of Martin Luther, Oliver Cromwell and Napoleon Bonaparte. These epochal figures represented lives hard to imitate, but to be acknowledged as possessing higher authority than mere mortals.
Communist Manifesto. For them, history did nothing, it possessed no immense wealth nor waged battles:“It is man, real, living man who does all that.” And history should be the story of the masses and their record of struggle. As such, it needed to appreciate the economic realities, the social contexts and power relations in which each epoch stood. For:“Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past.”
This was the tradition which revolutionized our appreciation of the past. In place of Thomas Carlyle, Britain nurtured Christopher Hill, EP Thompson and Eric Hobsbawm. History from below stood alongside biographies of great men. Whole new realms of understanding - from gender to race to cultural studies - were opened up as scholars unpicked the multiplicity of lost societies. And it transformed public history too: downstairs became just as fascinating as upstairs.
[A] emphasized the virtue of classical heroes.
41. Petrarchhighlighted the public glory of the leading artists.
42. Niccolo Machiavellli[C] focused on epochal figures whose lives were hard to imitate.
43. Samuel Smiles[D] opened up new realms of understanding the great men in history.
44. Thomas Carlyle[E] held that history should be the story of the masses and their record of struggle.
45. Marx and Engels[F] dismissed virtue as unnecessary for successful leaders.
[G] depicted the worthy lives of engineer industrialists and explorers.

Section III Translation
46.Directions:
Translate the following text from English into Chinese.Write your translation on ANSWER SHEET2.(15 points)
When people in developing countries worry about migration,they are usually concerned at the prospect of ther best and brightest departure to Silicon Valley or to hospitals and universities in the developed world ,These are the kind of workers that countries like Britian ,Canada and Australia try to attract by using immigration rules that privilege college graduates .
Lots of studies have found that well-educated people from developing countries are particularly likely to emigrate .A big survey of Indian households in 2004 found that nearly 40%of emigrants had more than a high-school education,compared with around 3.3%of all Indians over the age of 25.This "brain drain "has long bothered policymakers in poor countries ,They fear that it hurts their economies ,depriving them of much-needed skilled workers who could have taught at their universities ,worked in their hospitals and come up with clever new products for their factories to make .
Section IV Writing
Part A
47.Directions
Suppose you have found something wrong with the electronic dictionary that you bought from an onlin store the other day ,Write an email to the customer service center to
1)make a complaint and
2)demand a prompt solution
You should write about 100words on ANSERE SHEET 2
Do not sign your own name at the end of the letter ,Use "zhang wei "instead .
48、write an essay based on the following table .In your writing you should
1)describe the table ,and
2)give your comments
You should write at least 150 words(15points)
某公司员工工作满意度调查
年龄 -------满意度满意不清楚不满意
小于等于40岁16.7%50.0%33．3%
41-50岁0.0%36.0%64.0%
大于50岁40.050.0%10.0%

参考答案：
完形填空：
1.B 2.B 3.A 4.A 5.C
6.B 7.C 8.A 9.D 10.B
11.D 12.B 13.C 14.D 15.B
16.A 17.C 18.B 19.B 20.D
TEXT1：
21. A 22.C 23.A 24.B 25.D
TEXT2：
26.A 27.B 28.A 29.C 30.C
TEXT3：
31.C 32.B 33.A 34.D 35.D
TEXT4：
36.D 37.D 38.B 39.D 40.A
新题型：
41-45：AFGCE
小作文范文：
Dear Sir or Madame,
As one of the regular customers of your online store, I am writing this letter to express my complaint against the flaws in your product—an electronic dictionary I bought in your shop the other day.
The dictionary is supposed to be a favorable tool for my study. Unfortunately, I found that there are several problems. To begin with, when I opened it, I detected that the appearance of it had been scratched. Secondly, I did not find the battery promised in the advertisement posted on the homepage of your shop, which makes me feel that you have not kept your promise. What is worse, some of the keys on the keyboard do not work.
I strongly request that a satisfactory explanation be given and effective measures should be taken to improve your service and the quality of your products. You can either send a new one to me or refund me my money in full.
I am looking forward to your reply at your earliest convenience.
Sincerely yours,
Zhang Wei

三 : 2007年考研数三真题及答案

2007年考研数学（三）真题

一．选择题（本题共10分小题，每小题4分，满分40分，在每小题给的四个选项中，只有一项符合题目要求，把所选项前的字母填在后边的括号内）

（1） 当x?

0 ） ?

A

.1?

B.ln? )

C1

D.1?c

（2） 设函数f(x)在x?0处连续，下列命题错误的是： ( )

f(x)f(x)?f(?x)存在，则f(0)?0 B.若lim存在，则f(0)?0 x?0x?0xx

f(x)f(x)?f(?x)C..若lim存在，则f'(0)存在 D.若lim存在，则f'(0)存在 x?0x?0xxA.若lim

（3） 如图.连续函数y?f(x)在区间??3,?2?,?2,3?上的图形分别是直径为1的上、下半圆周，在区间??2,0?,?0,2?上图形分别是直径为2的上、下半圆周，设F(x)?

35A..F(3)??F(?2) B.F(3)?F(2) 44

35C.F(?3) ??F(2) D.F(?3)?F(?2) 44

（4） 设函数f(x,y)连续，则二次积分?x0（ ） f(t)dt,则下列结论正确的是：??dx?2?1sinxf(x,y)dy等于（ ）

?A. ?

1

010dy?2???arcsinxf(x,y)dx B.f(x,y)dx D.??10dy???arcsiny??arcsinyf(x,y)dx f(x,y)dx C.?dy???arcsiny10dy?

2

（5） 设某商品的需求函数为Q?160?2?，其中Q，?分别表示需要量和价格，如果该商品需求弹性

的绝对值等于1，则商品的价格是（ ）

A. 10 B. 20 C.30 D.40

（6） 曲线y?1?ln(1?ex),渐近线的条数为（ ） x

A. 0 B.1 C.2 D.3

( ) （7）设向量组线性无关

（A）?1??2,?2??1,?3??1 (B)?2??1,?2??3,?3??1

（C）?1?2?2,?2?2?3,?3?2?1 (D)?1?2?2,?2?2?3,?3?2?1

?2?1?1??100?????（8）设矩阵A???12?1?，B??010?则A与B（ ）

??1?12??000?????

- 1 -

考研数学三答案 2007年考研数三真题及答案

（A）合同，且相似 (B) 合同，但不相似

(C) 不合同，但相似 (D) 既不合同，也不相似

(9)某人向同一目标独立重复射击，每次射击命中目标的概率为，则此人第4次射击恰好第2次命中目标的概率为 ( )

(A)3p(1?p)2 (B)6p(1?p)2

(C)3p2(1?p)2 (D)6p2(1?p)2

(10) 设随机变量(X,Y)服从二维正态分布，且X与Y不相关，fx(x),fy(y)分别表示X, Y的概率密度，则在Y?y条件下，X的条件概率密度fXY(xy)为( )

（A）fX(x) (B)fy(y)

(C)fx(x)fy(y) (D)fx(x) fy(y)

二、填空题：11-16小题，每小题4分，共24分，请将答案写在答题纸指定位置上

x3?x2?1(sinx?cosx)?________. （11）limx??2x?x3

（12）设函数y?1(n)，则y(0)?_________. 2x?3

（13）设f(u,v)是二元可微函数，z?f(,),则yx

xy?z?z?y?________. ?x?y

（14）微分方程dyy1y3??()满足ydxx2xx?1?1的特解为?0?0（15）设距阵A???0??0100??010?,则A3的秩为_______. 001??000?

1的概率为________. 2(16)在区间(0,1)中随机地取两个数,这两数之差的绝对值小于

三、解答题：17－24小题，共86分.请将解答写在答题纸指定的位置上.解答应写出文字说明、证明过程或演算步骤.

（17）（本题满分10分）

设函数y?y(x)由方程ylny?x?y?0确定，试判断曲线y?y(x)在点（1，1）附近的凹凸性.

（18）（本题满分11分）

设二元函数

- 2 -

考研数学三答案 2007年考研数三真题及答案

?x2.?

f(x,y)?计算二重积分

Dx?y?1.1?x?y?2. ??f(x,y)d?.其中D??(x,y)x?y?2 ?

（19）（本题满分11分）

设函数f(x)，g(x)在?a,b?上内二阶可导且存在相等的最大值，又f(a)＝g(a)，f(b)＝g(b)，证明：

（Ⅰ）存在??(a,b),使得f(?)?g(?)；

（Ⅱ）存在??(a,b),使得f''(?)?g''(?).

（20）（本题满分10分） 将函数f(x)?1展开成x?1的幂级数，并指出其收敛区间. 2x?3x?4

(21)(本题满分11分)

?x1?x2?x3?0?设线性方程组?x1?2x2?ax3?0

?2x?4x?ax3?02?1

与方程x1?2x2?x3?a?1

（22）（本题满分11分）

设3阶实对称矩阵A的特征值?1?1,?2?2,?3??2,?1?(1,?1,1)T是A的属于?1的一个特征向量.记(1) (2)有公共解，求a的值及所有公共解B?A5?4A3?E，其中E为3阶单位矩阵.

（Ⅰ）验证?1是矩阵B的特征向量，并求B的全部特征值与特征向量；

（Ⅱ）求矩阵B.

（23）（本题满分11分）

设二维随机变量(X,Y)的概率密度为

?2?x?y,0?x?1,0?y?1. f(x,y)???0,其他

（Ⅰ）求P?X?2Y?；

（Ⅱ）求Z?X?Y的概率密度fZ(z).

（24）（本题满分11分）

- 3 -

考研数学三答案 2007年考研数三真题及答案

设总体X的概率密度为

?1?2?,0?x??,

??1f(x;?)??,??x?1,. 2(1??)??0,其他??

其中参数?(0???1)未知，X1,X2,...Xn是来自总体X的简单随机样本，X是样本均值. （Ⅰ）求参数?的矩估计量??； （Ⅱ）判断4X2是否为?2的无偏估计量，并说明理由.

- 4 -

考研数学三答案 2007年考研数三真题及答案

2007年考研数学（三）答案

一、选择题（本题共10分小题，每小题4分，满分40分，在每小题给的四个选项中，只有一项符合题目要求，把所选项前的字母填在后边的括号内）

（7） 当x?

0B） ?

A

.1?

B.ln? )

C1

D.1?c

（8） 设函数f(x)在x?0处连续，下列命题错误的是： (D)

f(x)f(x)?f(?x)存在，则f(0)?0 B.若lim存在，则f(0)?0 x?0x?0xx

f(x)f(x)?f(?x)C..若lim存在，则f'(0)存在 D.若lim存在，则f'(0)存在 x?0x?0xxA.若lim

（9） 如图.连续函数y?f(x)在区间??3,?2?,?2,3?上的图形分别是直径为1的上、下半圆周，在区间??2,0?,?0,2?上图形分别是直径为2的上、下半圆周，设F(x)??0

35F(?2) B.F(3)?F(2) 44

352) C.F(?3) ??F(2) D.F(?3)?F(? 44 A..F(3)??

（10） 设函数f(x,y)连续，则二次积分

A.

C.x（C ） f(t)dt,则下列结论正确的是：???2dx?1sinxf(x,y)dy等于（B） xf(x,y)d?1

010dy?2???arcsinxf(x,y)dx B.f(x,y)d x D.??10dy????arcysin??arcsiny?dy????arcysin10dy??f(x,y)dx

2

（11） 设某商品的需求函数为Q?160?2?，其中Q，?分别表示需要量和价格，如果该商品需求弹性的绝对值等于1，则商品的价格是（D）

A. 10 B. 20 C.30 D.40

（12） 曲线y?1?ln(1?ex),渐近线的条数为（D） x

A. 0 B.1 C.2 D.3

(A) （7）设向量组线性无关

（A）?1??2,?2??1,?3??1 (B)?2??1,?2??3,?3??1

(C)?1?2?2,?2?2?3,?3?2?1 (D)?1?2?2,?2?2?3,?3?2?1

?2?1?1??100?????（8）设矩阵A???12?1?，B??010?则A与B（B）

??1?12??000?????

- 5 -

考研数学三答案 2007年考研数三真题及答案

（A）合同，且相似 (B) 合同，但不相似

(C) 不合同，但相似 (D) 既不合同，也不相似

(9)某人向同一目标独立重复射击，每次射击命中目标的概率为，则此人第4次射击恰好第2次命中目标的概率为 (C)

(A)3p(1?p)2 (B)6p(1?p)2

(C)3p2(1?p)2 (D)6p2(1?p)2

(10) 设随机变量(X,Y)服从二维正态分布，且X与Y不相关，fx(x),fy(y)分别表示X, Y的概率密度，则在Y?y条件下，X的条件概率密度fXY(xy)为 (A)

（A）fX(x) (B)fy(y)

(C)fx(x)fy(y) (D)fx(x) fy(y)

二、填空题：11-16小题，每小题4分，共24分，请将答案写在答题纸指定位置上

x3?x2?1(sinx?cosx)?___0_________. （11）limx??2x?x3

1(?1)n2nn!(n)_________. （12）设函数y?，则y(0)?__2x?33n?1

（13）设f(u,v)是二元可微函数，z?f(,),则yx

xy?z?zyyxxyx?y??2f1'(,)?2f2'(,). ?x?yxxyyxy

2dyy1y3??()满足y（14）微分方程dxx2xx2. x?1?1的特解为y?1?lnx

?0?0（15）设距阵A???0??0100??010?,则A3的秩为＿＿1＿＿＿. 001??000?

13的概率为＿＿. 24(16)在区间(0,1)中随机地取两个数,这两数之差的绝对值小于

三、解答题：17－24小题，共86分.请将解答写在答题纸指定的位置上.解答应写出文字说明、证明过程或演算步骤.

（17）（本题满分10分）

设函数y?y(x)由方程ylny?x?y?0确定，试判断曲线y?y(x)在点（1，1）附近的凹凸性.

【详解】：

- 6 -

考研数学三答案 2007年考研数三真题及答案

对方程两边求导得y'lny?2y'?1?0?y'?

从而有y'

x?1?12?lny11?2?ln12

'''1'(y')2

''再对两边求导得y(2?lny)?yy?0?y?? yy(2?lny)

(y'

x?1)21求在(1,1)的值：yx?1?????01(2?ln1)8''

所以y?y(x)在点(1,1)处是凸的

（18）（本题满分11分）

设二元函数

?x2.?

f(x,y)?计算二重积分

Dx?y?1.1?x?y?2. ??f(x,y)d?.其中D??(x,y)x?y?2 ?

【详解】：积分区域D如图，不难发现D分别关于x轴和y轴对称，设D1是D在第一象限中的部分，即 D1?D??(x,y)x?0,y?0?

利用被积函数f(x,y)无论关于x轴还是关于y轴对称，从而按二重积分的简化计算法则可得 ??f(x,y)d??4??f(x,y)d?

DD1

设D1?D11?D12，其中D11?(x,y)x?y?1,x?0,y?0,D12?(x,y)?x?y?2,x?0,y?0 ????

??f(x,y)d??4??f(x,y)d??4??f(x,y)d??4??f(x,y)d?

于是 DD1D11D12

?4??xd??4??f(x,y)d?

D11D122 由于D11?(x,y)0?x?1,0?y?1?x，故

22xd??x???dx?D11011?x1111dy??x2(1?x)dx??? 03412??0

为计算D12上的二重积分，可引入极坐标(r,?)满足x?rcos?,y?rsin?.在极坐标系(r,?)中x?y?1的方程是r?12,x?y?2的方程是， r?，因而 cos??sin?cos??sin?

- 7 -

考研数学三答案 2007年考研数三真题及答案

?12??D12??0???,?r??，故

2cos??sin?cos??sin???

D12???0??2d?2cos??sin?1cos??sin??r1??2d? 0rcos??sin?

令tan?

2?t作换元，则??2arctant，于是?:0??

2?t:0?1且

2dt1?t22td??,cos??,sin??，代入即得

1?t21?t21?t2

D12?????201112dt2dtd?????02(1?t)2(1?t?u)01?2t?t2cos??sin?

012du2du1??du22?002?u2?u ???

1 1

0??1)综合以上计算结果可知

??Df(x,y)d??4?11?1)??1) 123

（19）（本题满分11分）

设函数f(x)，g(x)在?a,b?上内二阶可导且存在相等的最大值，又f(a)＝g(a)，f(b)＝g(b)，证明：

（Ⅰ）存在??(a,b),使得f(?)?g(?)；

（Ⅱ）存在??(a,b),使得f''(?)?g''(?).

【详解】：证明：(1)设f(x),g(x)在(a,b)内某点c?(a,b)同时取得最大值，则f(c)?g(c)，此时的c就是所求点?使得f(??)g?(.若两个函数取得最大值的点不同则有设

)gf(cx)?g(c)?0,g(d)?f(d)?0，由介值定理，在(c,d)内肯故有f(c?)mafxx(?g),d(

定存在?使得f(?)?g(?)

(2)由(1)和罗尔定理在区间(a,?),(?,b)内分别存在一点?1,?2,使得f(?1)＝f(?2)＝0在区间(?1,?2)内再用罗尔定理，即存在??(a,b)，使得f(?)?g(?). ''''''

- 8 -

考研数学三答案 2007年考研数三真题及答案

（20）（本题满分10分） 将函数f(x)?

【详解】： 1展开成x?1的幂级数，并指出其收敛区间. 2x?3x?4

1111?(?)(x?4)(x?1)5x?1?3x?1?2

1111??5x?1?35x?1?2

11111?x?1n记f1(x)???()???()5x?4151?(x?1)15n?03

3

x?1其中?1??2?x?43f(x)?

11111?x?1nf2(x)??()??()(?1)n

5x?1101?()10n?02

2

x?1其中?1??1?x?22

1?x?1n1?x?1n则f(x)???()??()(?1)n

15n?0310n?02

故收敛域为：?1?x?2

(21)(本题满分11分)

?x1?x2?x3?0?设线性方程组?x1?2x2?ax3?0

?2?x1?4x2?ax3?0

与方程x1?2x2?x3?a?1(2)

有公共解，求a的值及所有公共解

【详解】：因为方程组(1)、(2)有公共解，即由方程组(1)、(2)组成的方程组 (1)

?x1?x2?x3?0?x?2x?ax?0?123?2x?4x?ax3?012??x?2x?x?a?123?1(3)的解.

0??1110??111????02a001a?10????方程组(3)有解的充要条件为a?1,a?2. 即距阵?

2?14a0??00?10???121a?1????00a2?3a?40??????

当a?1时，方程组(3)等价于方程组(1)即此时的公共解为方程组(1)的解.解方程组(1)的基础解系为

T此时的公共解为：x?k?,k?1,2,? ??(1,0,?1)

- 9 -

考研数学三答案 2007年考研数三真题及答案

?111?122当a?2时，方程组(3)的系数距阵为??144??111

x1?0,x2?1,x3??1，即公共解为：k(0,1,?1)T

（22）（本题满分11分） 0??1??0??0???00??1??0110011000??0?此时方程组(3)的解为?1?0?

设3阶实对称矩阵A的特征值?1?1,?2?2,?3??2,?1?(1,?1,1)T是A的属于?1的一个特征向量.记B?A5?4A3?E，其中E为3阶单位矩阵.

（Ⅰ）验证?1是矩阵B的特征向量，并求B的全部特征值与特征向量；

（Ⅱ）求矩阵B.

【详解】：

（Ⅰ）可以很容易验证An?1??1n?1(n?1,2,3...)，于是

53 B?1?(A?4A?E)?1?(?15?4?13?1)?1?? 2?1

于是?1是矩阵B的特征向量.

B的特征值可以由A的特征值以及B与A的关系得到，即

?(B)??(A)5?4?(A)3?1，

所以B的全部特征值为－2，1，1.

前面已经求得?1为B的属于－2的特征值，而A为实对称矩阵，

于是根据B与A的关系可以知道B也是实对称矩阵，于是属于不同的特征值的特征向量正交，设B的属于1的特征向量为(x1,x2,x3)T，所以有方程如下：

x1?x2?x3?0

于是求得B的属于1的特征向量为?2?(?1,0,1)T,?3?(1,1,0)T

T因而，矩阵B属于???2的特征向量是是k1(1,?1,1)，其中k1是不为零的任意常数.

TT矩阵B属于??1的特征向量是是k2(1,1,0)?k3(?1,0,1)，其中k2,k3是不为零的任意常数.

（Ⅱ）由B?1??2?1,B?2??2,B?3??3,有

令矩阵B(?1,?2,?3)?(?2?1,?2,?3)，

则PBP?diag(?2,1,1)，所以

- 10 - ?1

考研数学三答案 2007年考研数三真题及答案

那么

??21?1???13??3

B?(?2???1

1,?2,3)?(1?,2?,3?)??21???1?11??0

?0?1?003

???1?3 ?

??201????11?0??

???33?

?0?

（23）（本题满分11分）

设二维随机变量(X,Y)的概率密度为

f(x,y)???2?x?y,0?x?1,0?y?1.

?0,其他

（Ⅰ）求P?X?2Y?；

（Ⅱ）求Z?X?Y的概率密度fZ(z).

【详解】：

（Ⅰ）P?X?2Y????(2?x?y)dxdy，其中D为0?x?1,0?y?1中x?2y的那部分区域；

D

求此二重积分可得P?X?2Y???11

dx2x

0?0(2?x?y)dy

??1

0(x?528x)dx

?7

24

（Ⅱ）FZ(z)?P?Z?z??P?X?Y?z?

当z?0时，FZ(z)?0；

当z?2时，FZ(z)?1；

当0?z?1时，FZ(z)??z

0dx?z?x0(2?x?y)dy??1323z?z

当1?z?2时，F)?1??111325

Z(zz?1dx?z?x(2?x?y)dy?3z?2z?4z?3

?2z?z2,0?z?1

于是fz)???z2

Z(?4z?4,1?z?2

??0,其他

（24）（本题满分11分）

设总体X的概率密度为

- 11 -

考研数学三答案 2007年考研数三真题及答案

?1?2?,0?x??,

??1f(x;?)??,??x?1,. 2(1??)??0,其他??

其中参数?(0???1)未知，X1,X2,...Xn是来自总体X的简单随机样本，X是样本均值. （Ⅰ）求参数?的矩估计量??； （Ⅱ）判断4X2是否为?2的无偏估计量，并说明理由.

【详解】：

（Ⅰ）记EX??，则

??EX???x

2?dx??1x

0?2(1??)dx

?11

4?2?，

解出??2??1?

2，因此参数?的矩估计量为??2X?1

2； （Ⅱ）只须验证E(4X2)是否为?2即可，而

E(4X2)?4E(X2)?4(DX?(EX)2)?4(1DX?(EX)2

n)，而

EX?1?1

2?，EX2?1

6(1???2?2

4)，

DX?EX2?(EX)2?5???1?2

481212， 于是E(4X2)?5?3n3n?13n?1

12n?3n??3n?2??2

因此4X2不是为?2的无偏估计量.

- 12 -

四 : 2007年考研英语真题(含答案解析)

2007年全国硕士研究生入学统一考试英语试题

2007年全国硕士研究生入学统一考试英语试题

Section I Use of English

Directions:

Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)

By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million 1 of these nations looked 2 to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence 3 the ideals of representative government, careers 4 to talent, freedom of commerce and trade, the 5 to private property, and a belief in the individual as the basis of society. 6 there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a 7 set of laws.

On the issue of 8 of religion and the position of the church, 9, there was less agreement 10 the leadership. Roman Catholicism had been the state religion and the only one 11 by the Spanish crown. 12 most leaders sought to maintain Catholicism 13 the official religion of the new states, some sought to end the 14 of other faiths. The defense of the Church became a rallying 15 for the conservative forces.

The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had 16 in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain’

第 1 页 共 18 页

2007年考研英语真题 2007年考研英语真题(含答案解析)

2007年全国硕士研究生入学统一考试英语试题

s 17 colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much 18 because the new nations still needed the revenue such policies 19. Egalitarian sentiments were often tempered by fears that the mass of the population was 20 self-rule and democracy.

1. [A] natives

[B] inhabitants

[C] peoples

[D] individuals

2. [A] confusedly

[B] cheerfully

[C] worriedly

[D] hopefully

3. [A] shared

[B] forgot

[C] attained

[D] rejected

4. [A] related

[B] close

[C] open

[D] devoted

5. [A] access

[B] succession

[C] right

[D] return

6. [A] Presumably

[B] Incidentally

[C] Obviously

[D] Generally

第 2 页 共 18 页

2007年考研英语真题 2007年考研英语真题(含答案解析)

2007年全国硕士研究生入学统一考试英语试题

7. [A] unique

[B] common

[C] particular

[D] typical

8. [A] freedom

[B] origin

[C] impact

[D] reform

9. [A] therefore

[B] however

[C] indeed

[D] moreover

10. [A] with

[B] about

[C] among

[D] by

11. [A] allowed

[B] preached

[C] granted

[D] funded

12. [A] Since

[B] If

[C] Unless

[D] While

13. [A] as

[B] for

[C] under

[D] against

14. [A] spread

[B] interference

[C] exclusion

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[D] influence

15. [A] support

[B] cry

[C] plea

[D] wish

16. [A] urged

[B] intended

[C] expected

[D] promised

17. [A] controlling

[B] former

[C] remaining

[D] original

18. [A] slower

[B] faster

[C] easier

[D] tougher

19. [A] created

[B] produced

[C] contributed

[D] preferred

20. [A] puzzled by

[B] hostile to

[C] pessimistic about

[D] unprepared for

Section II Reading Comprehension

Part A

Directions:

Read the following four texts. Answer the questions below each text by choosing [A], [B], [C], or [D]. Mark your answers on ANSWER SHEET 1. (40 points)

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Text 1

If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.

What might account for this strange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winter-born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d) none of the above.

Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in “none of the above.” Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. “With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,” Ericsson recalls. “He kept improving, and after about 200 hours of training he had risen to over 80 numbers.”

This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice entails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.

Ericsson and his colleagues have thus taken to studying expert performers in a wide range of pursuits, including soccer. They gather all the data they can, not just performance statistics and biographical details but also the results of their own laboratory experiments with high achievers. Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated. Or, put another way, expert performers – whether in memory or surgery, ballet or computer programming – are nearly always made, not born.

21. The birthday phenomenon found among soccer players is mentioned to

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[A] stress the importance of professional training.

[B] spotlight the soccer superstars in the World Cup.

[C] introduce the topic of what makes expert performance.

[D] explain why some soccer teams play better than others.

22. The word “mania” (Line 4, Paragraph 2) most probably means

[A] fun.

[B] craze.

[C] hysteria.

[D] excitement.

23. According to Ericsson, good memory

[A] depends on meaningful processing of information.

[B] results from intuitive rather than cognitive exercises.

[C] is determined by genetic rather than psychological factors.

[D] requires immediate feedback and a high degree of concentration.

24. Ericsson and his colleagues believe that

[A] talent is a dominating factor for professional success.

[B] biographical data provide the key to excellent performance.

[C] the role of talent tends to be overlooked.

[D] high achievers owe their success mostly to nurture.

25. Which of the following proverbs is closest to the message the text

tries to convey?

[A] “Faith will move mountains.”

[B] “One reaps what one sows.”

[C] “Practice makes perfect.”

[D] “Like father, like son.”

Text 2

For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228 – the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as,

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What’s the difference between love and fondness? Or what is the nature of luck and coincidence? It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.

Clearly, intelligence encompasses more than a score on a test. Just what does it mean to be smart? How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?

The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and children’s version). Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.

Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article “How Intelligent Is Intelligence Testing?”, Sternberg notes that traditional test best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership – that is, it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether it’s knowing when to guess or what questions to skip.

26. Which of the following may be required in an intelligence test?

[A] Answering philosophical questions.

[B] Folding or cutting paper into different shapes.

[C] Telling the differences between certain concepts.

[D] Choosing words or graphs similar to the given ones.

27. What can be inferred about intelligence testing from Paragraph 3?

[A] People no longer use IQ scores as an indicator of intelligence.

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[B] More versions of IQ tests are now available on the Internet.

[C] The test contents and formats for adults and children may be

different.

[D] Scientists have defined the important elements of human

intelligence.

28. People nowadays can no longer achieve IQ scores as high as vos Savant’

s because

[A] the scores are obtained through different computational

procedures.

[B] creativity rather than analytical skills is emphasized now.

[C] vos Savant’s case is an extreme one that will not repeat.

[D] the defining characteristic of IQ tests has changed.

29. We can conclude from the last paragraph that

[A] test scores may not be reliable indicators of one’s ability.

[B] IQ scores and SAT results are highly correlated.

[C] testing involves a lot of guesswork.

[D] traditional test are out of date.

30. What is the author’s attitude towards IQ tests?

[A] Supportive.

[B] Skeptical.

[C] Impartial.

[D] Biased.

Text 3

During the past generation, the American middle-class family that once could count on hard work and fair play to keep itself financially secure had been transformed by economic risk and new realities. Now a pink slip, a bad diagnosis, or a disappearing spouse can reduce a family from solidly middle class to newly poor in a few months.

In just one generation, millions of mothers have gone to work, transforming basic family economics. Scholars, policymakers, and critics of all stripes have debated the social implications of these changes, but few have looked at the side effect: family risk has risen as well. Today’s families have budgeted to the limits of their new two-paycheck status. As a result, they have lost the parachute they once had in times of financial setback – a back-up earner (usually Mom) who could go into the workforce if the primary earner got laid off or fell

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sick. This “added-worker effect” could support the safety net offered by unemployment insurance or disability insurance to help families weather bad times. But today, a disruption to family fortunes can no longer be made up with extra income from an otherwise-stay-at-home partner.

During the same period, families have been asked to absorb much more risk in their retirement income. Steelworkers, airline employees, and now those in the auto industry are joining millions of families who must worry about interest rates, stock market fluctuation, and the harsh reality that they may outlive their retirement money. For much of the past year, President Bush campaigned to move Social Security to a saving-account model, with retirees trading much or all of their guaranteed payments for payments depending on investment returns. For younger families, the picture is not any better. Both the absolute cost of healthcare and the share of it borne by families have risen – and newly fashionable health-savings plans are spreading from legislative halls to Wal-Mart workers, with much higher deductibles and a large new dose of investment risk for families’ future healthcare. Even demographics are working against the middle class family, as the odds of having a weak elderly parent – and all the attendant need for physical and financial assistance – have jumped eightfold in just one generation.

From the middle-class family perspective, much of this, understandably, looks far less like an opportunity to exercise more financial responsibility, and a good deal more like a frightening acceleration of the wholesale shift of financial risk onto their already overburdened shoulders. The financial fallout has begun, and the political fallout may not be far behind.

31. Today’s double-income families are at greater financial risk in that

[A] the safety net they used to enjoy has disappeared.

[B] their chances of being laid off have greatly increased.

[C] they are more vulnerable to changes in family economics.

[D] they are deprived of unemployment or disability insurance.

32. As a result of President Bush’s reform, retired people may have

[A] a higher sense of security.

[B] less secured payments.

[C] less chance to invest.

[D] a guaranteed future.

33. According to the author, health-savings plans will

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[A] help reduce the cost of healthcare.

[B] popularize among the middle class.

[C] compensate for the reduced pensions.

[D] increase the families’ investment risk.

34. It can be inferred from the last paragraph that

[A] financial risks tend to outweigh political risks.

[B] the middle class may face greater political challenges.

[C] financial problems may bring about political problems.

[D] financial responsibility is an indicator of political status.

35. Which of the following is the best title for this text?

[A] The Middle Class on the Alert

[B] The Middle Class on the Cliff

[C] The Middle Class in Conflict

[D] The Middle Class in Ruins

Text 4

It never rains but it pours. Just as bosses and boards have finally sorted out their worst accounting and compliance troubles, and improved their feeble corporation governance, a new problem threatens to earn them – especially in America – the sort of nasty headlines that inevitably lead to heads rolling in the executive suite: data insecurity. Left, until now, to odd, low-level IT staff to put right, and seen as a concern only of data-rich industries such as banking, telecoms and air travel, information protection is now high on the boss’s agenda in businesses of every variety.

Several massive leakages of customer and employee data this year – from organizations as diverse as Time Warner, the American defense contractor Science Applications International Corp and even the University of California, Berkeley – have left managers hurriedly peering into their intricate IT systems and business processes in search of potential vulnerabilities.

“Data is becoming an asset which needs to be guarded as much as any other asset,” says Haim Mendelson of Stanford University’s business school. “The ability to guard customer data is the key to market value, which the board is responsible for on behalf of shareholders.” Indeed, just as there is the concept of Generally Accepted Accounting Principles (GAAP), perhaps it is time for GASP, Generally Accepted Security Practices, suggested Eli Noam of New York’s Columbia Business School.

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“Setting the proper investment level for security, redundancy, and recovery is a management issue, not a technical one,” he says.

The mystery is that this should come as a surprise to any boss. Surely it should be obvious to the dimmest executive that trust, that most valuable of economic assets, is easily destroyed and hugely expensive to restore – and that few things are more likely to destroy trust than a company letting sensitive personal data get into the wrong hands.

The current state of affairs may have been encouraged – though not justified – by the lack of legal penalty (in America, but not Europe) for data leakage. Until California recently passed a law, American firms did not have to tell anyone, even the victim, when data went astray. That may change fast: lots of proposed data-security legislation is now doing the rounds in Washington, D.C. Meanwhile, the theft of information about some 40 million credit-card accounts in America, disclosed on June 17th, overshadowed a hugely important decision a day earlier by America’s Federal Trade Commission (FTC) that puts corporate America on notice that regulators will act if firms fail to provide adequate data security.

36. The statement “It never rains but it pours” is used to introduce

[A] the fierce business competition.

[B] the feeble boss-board relations.

[C] the threat from news reports.

[D] the severity of data leakage.

37. According to Paragraph 2, some organizations check their systems to

find out

[A] whether there is any weak point.

[B] what sort of data has been stolen.

[C] who is responsible for the leakage.

[D] how the potential spies can be located.

38. In bringing up the concept of GASP the author is making the point

that

[A] shareholders’ interests should be properly attended to.

[B] information protection should be given due attention.

[C] businesses should enhance their level of accounting security.

[D] the market value of customer data should be emphasized.

39. According to Paragraph 4, what puzzles the author is that some bosses

fail to

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[A] see the link between trust and data protection.

[B] perceive the sensitivity of personal data.

[C] realize the high cost of data restoration.

[D] appreciate the economic value of trust.

40. It can be inferred from Paragraph 5 that

[A] data leakage is more severe in Europe.

[B] FTC’s decision is essential to data security.

[C] California takes the lead in security legislation.

[D] legal penalty is a major solution to data leakage.

Part B

Directions:

You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A—G that best fits the meaning of each numbered part of the text (41-45). The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)

A. Set a Good Example for Your Kids

B. Build Your Kids’ Work Skills

C. Place Time Limits on Leisure Activities

D. Talk about the Future on a Regular Basis

E. Help Kids Develop Coping Strategies

F. Help Your Kids Figure Out Who They Are

G. Build Your Kids’ Sense of Responsibility

How Can a Parent Help?

Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job’s starting salary seems too small to satisfy an emerging adult’s need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what I call “work-life unreadiness.” 41

You can start this process when they are 11 or 12. Periodically review

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their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best. 42

Kids need a range of authentic role models – as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Discuss the joys and downsides of your own career and encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying “I have no idea.” They can change their minds 200 times, but having only a foggy view of the future is of little good. 43

Teachers are responsible for teaching kids how to learn; parents should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities. 44

Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs. 45

They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations.

What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful

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not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult (as naive or ill conceived as it may seem) while becoming a partner in exploring options for the future. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them.

Part C

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)

The study of law has been recognized for centuries as a basic intellectual discipline in European universities. However, only in recent years has it become a feature of undergraduate programs in Canadian universities. (46) Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the intellectual equipment of an educated person. Happily, the older and more continental view of legal education is establishing itself in a number of Canadian universities and some have even begun to offer undergraduate degrees in law.

If the study of law is beginning to establish itself as part and parcel of a general education, its aims and methods should appeal directly to journalism educators. Law is a discipline which encourages responsible judgment. On the one hand, it provides opportunities to analyze such ideas as justice, democracy and freedom. (47) On the other, it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news. For example, notions of evidence and fact, of basic rights and public interest are at work in the process of journalistic judgment and production just as in courts of law. Sharpening judgment by absorbing and reflecting on law is a desirable component of a journalist’s intellectual preparation for his or her career. (48) But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an understanding of the established conventions and special responsibilities of the news media. Politics or, more broadly, the functioning of the state, is a major subject for journalists. The better informed they are about the way the state works, the better their reporting will be. (49) In fact, it is difficult to see how journalists who do not have a clear grasp of the basic features of the Canadian Constitution can do a competent job on political stories.

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Furthermore, the legal system and the events which occur within it are primary subjects for journalists. While the quality of legal journalism varies greatly, there is an undue reliance amongst many journalists on interpretations supplied to them by lawyers. (50) While comment and reaction from lawyers may enhance stories, it is preferable for journalists to rely on their own notions of significance and make their own judgments. These can only come from a well-grounded understanding of the legal system.

Section III Writing

Part A

51. Directions:

Write a letter to you university library, making suggestions for improving its service.

You should write about 100 words on ANSWER SHEET 2.

Do not sign your own name at the end of the letter. Use “Li Ming” instead.

Do not write the address. (10 points)

Part B

52. Directions:

Write an essay of 160-200 words based on the following drawing. In your essay, you should

1) describe the drawing briefly,

2) explain its intended meaning, and then

3) support your view with an example/examples.

You should write neatly on ANSWER SHEET 2. (20 points)

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Section I: Use of English (10 points)

Section II: Reading Comprehension (60 points) Part A (40 points)

Part B (10 points) Part C (10 points)

46. 长久以来，法律知识在这类学校里一起被视为律师们专有的，而不是一个受

教育者的知识素养的必要组成部分。（www.61k.com) 47. 另一方面，这一学科把这些概念结合到日常生活中，这与新闻记者每天报道

和评论新闻的做法是相同的。 48. 新闻记者应比普通公民更加透彻地了解法律，而这种看法是基于他们对新闻

媒体业已确立的规约和特殊责任的理解。 49. 事实上，很难设想那些对加拿大宪法的基本要点缺乏清晰了解的新闻记者何

以能胜任政治新闻的报道工作。 50. 尽管律师的见解和反应会提高报道的质量，但新闻记者最好凭借他们自己对

重要性的理解自行做出判断。 Section III: Writing (30 points) Part A (10 points) 51. 参考范文

January 20th, 2007

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Dear Sir or Madam,

I’m a student in the university and a loyal reader of this library. I’m writing to tell some of my ideas, which I hope to be helpful for you.

I notice that many magazines in our library are out of date. It would be beneficial to us students if they could be updated in time. And I suggest introducing some new journals so as to bring new fresh air to the library. Furthermore, since we have a huge number of books, it is not easy to find the right one easily. However, if we can introduce some new searching means, such as implementing new information management system that would be useful.

Thank you for taking time reading this letter and I’m looking forward to seeing some new changes soon.

Sincerely Yours,

Li Ming

Part B (20 points)

52. 参考范文

As can be seen from the cartoon, different ideas may come from the same thing. In the picture, while trying to catch the upcoming soccer, the goal-keeper says to himself why it is so big. And, the striker simply thinks in a different way, that is why it is so small?

What makes such a big contrary on the same tournament at the same moment? It is no doubt that they are facing the very same goal and experiencing the very same moment. However, the subjective views result in different impression on the same object. Many of us may still remember the story of a pony crossing the river, which we learned from the textbook in primary school. The squirrel tells him, the river is deep; and the cow tells him, the river is not deep at all. However, in the end, he tells himself a third answer. Therefore, it is not exaggerating to say that most of us are looking into the world with personal ideas. Subjective mental status may result in a really big difference in personal views, just like the goal-keeper and the striker in the drawing.

A possible solution might be to face any situation as objectively as possible. If we realize this in an objective way, it would be good for us to deal with what we encounter in life, especially when we are in setbacks or facing difficulties.

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