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1、如有侵权，请联系网站删除，仅供学习与交流四川农业大学博士入学考试真题【精品文档】第 17 页Part I Reading Comprehension (45 points)Questions 1-5 are based on the following passage: Eye contact is a nonverbal technique that helps the speaker sell his or her ideas to an audience. Besides its persuasive powers, eye contact helps hold listener int
2、erest. A successful speaker must maintain eye contact with an audience. To have good rapport (关系) with listeners, a speaker should maintain direct eye contact for at least 75 percent of the time. Some speakers focus exclusively on their notes. Others gaze over the heads of their listeners. Both are
3、likely to lose audience interest and esteem. People who maintain eye contact while speaking, whether from a podium (演讲台) or from across the table, are regarded not only as exceptionally well-disposed by their target but also as more believable and earnest. To show the potency of eye contact in daily
4、 life, we have only to consider how passers-by behave when their glances happen to meet on the street. At one extreme are those people who feel obliged to smile when they make eye contact. At the other extreme are those who feel awkward and immediately look away. To make eye contact, it seems, is to
5、 make a certain link with someone. Eye contact with an audience also lets a speaker know and monitor the listeners. It is, in fact, essential for analyzing an audience during a speech. Visual cues(暗示) from audience members can indicate that a speech is dragging, that the speaker is dwelling on a par
6、ticular point for too long, or that a particular point requires further explanation. As we have pointed out, visual feedback from listeners should play an important role in shaping a speech as it is delivered.1. This passage is mainly concerned with _. a. the importance of eye contact b. the potency
7、 of nonverbal techniques c. successful speech delivery d. an effective way to gain visual feedbacks2. According to the passage, a good speaker must _. a. sealo his or her ideas to an audience b. maintain direct eye contact with listeners c. be very persuasive and believable d. be exceptionally well-
8、disposed3. The word target in the last sentence of the first paragraph can best be replaced by _. a. destinationb. goal c. audienced. followers4. In daily life, when the glances of two passers-by happen to meet, these two persons will inevitably _. a. smile to each other b. feel awkward and look awa
9、y immediately c. try to make a conversation with each other d. none of the above5. Eye contact with an audience, according to the author, has all the following benefits for the speaker EXCEP that it doesnt _. a. help the speaker to control the audience b. help the speaker to gain audience interest a
10、nd esteem c. help the speaker to know whether he is talking too much about a certain point d. help the speaker to analyze his audience when he is beginning his speechQuestions 6-10 are based on the following passage: After the very active and successful tenure(任职) of office by the Senegalese Preside
11、nt as the head of the Organization of African Unity, it was highly logical to think that the successor, whoever he might be, would have a difficult task in doing a better job. The Congolese president set to work as soon as he was elected. His first step was to suggest to the dean of heads of State p
12、resent in the Ethiopian capital, President Kenneth Kaunda of Zambia, to summon a meeting of the leaders of countries that lie close to South Africa. Its aim: to define a strategy in order to overcome the reprisals(报复行为) that the racist regime of Pretoria is likely to take against its neighbors in ca
13、se sanctions(制裁) are imposed by the international community. President Sassou Ngueso has already undertaken a number of trips abroad. He thus went to Harare (Zimbabwe) where he delivered a speech, on September 1, on behalf of Africa before the summit meeting of non-aligned(不结盟的)nations. At the end o
14、f September, he was in New York, for a statement before the General Assembly of the United Nations, and then in Washington, for talks with high-ranking members of the Reagan Administration. He then went to Ottawa, for consultations with leading members of the Canadian government. The Congolese presi
15、dents aim, in all these endeavors, is to convince still reluctant countries of the imperious necessity of imposing sanctions against the racist regime of Pretoria.6. In the first paragraph, the word successor refers to _. a. a person who enjoyed a successful career in politics b. a person who was ve
16、ry popular in the political arena c. the person who was to lead the organization d. the former head of the organization7. According to the passage, Denis Sassou Nguesso _. a. is Congolese b. knew that it was very difficult for him to be elected c. was elected without any opposition d. has held a mee
17、ting in the Ethipion capital8. Which of the following is NOT mentioned in the passage? a. President Sassou Nguess has decided to visit as many African countries as possible. b. President Sassou Nguesso made a suggestion to President Kenneth Kaunda that a meeting be held of the leaders of countries t
18、hat lie close to South Africa. c. President Sassou Nguesso went to Harare and delivered a speech there. d. If sanctions are imposed against South Africa by the international community, the racist regime of Pretoria will probably take revenge on its neighbors.9. We may draw the conclusion that Presid
19、ent Sassou Nguesso has been working really hard to _. a. prove himself a trustworthy president b. convince some reluctant countries that it is highly necessary to impose sanctions against the racist regime of Pretoria. c. show to the whole world the strength and power of the Organization of African
20、Unity d. seek financial support from some advanced countries to promote African economy.10. This piece is most probably taken from _. a. a newspaper reportb. a biography c. a history bookd. a Whos WhoQuestions 11-15 are based on the following passage: Another common type of reasoning is the search f
21、or causes and results. We want to know whether cigarettes really do cause lung cancer, what causes malnutrition, the decay of cities, or the decay of teeth. We are equally interested in effects: what is the effect of sculpture or lead in the atmosphere, of oil spills and raw sewage in rivers and the
22、 sea, of staying up late on the night before an examination? Causal reasoning may go from cause to effect or from effect to cause. Either way, we reason from what we know to what we want to find out. Sometimes we reason from an effect to a cause and then on to another effect. Thus, if we reason that
23、 because the lights have gone out, the refrigerator wont work, we first relate the effect (lights out) to the cause (power off) and then relate that cause to another effect (refrigerator not working).This kind of reasoning is called, for short, effect to effect It is quite common to reason through a
24、n extensive chain of causal relations. When the lights go out we might reason in the following causal chain: lights out-power off-refrigerator not workingtemperature will risemilk will sour. In other words, we diagnose a succession of effects from the power failure, each becoming the cause of the ne
25、xt. Causes are classified as necessary, sufficient, or contributory. A necessary cause is one which must be present for the effect to occur, as combustion is necessary to drive a gasoline engine. A sufficient cause is one which can produce an effect unaided, though there may be more than one suffici
26、ent cause: a dead battery is enough to keep a car from starting, but faulty spark plugs or an empty gas tank will have the same effect. A contributory cause is one which helps to produce an effect but cannot do so by itself,as running through a red light may help cause an accident, though other fact
27、ors pedestrians or other cars in the intersection must also be present. In establishing or refuting a causal relation it is usually necessary to show the process by which the alleged cause produces the effect. Such an explanation is called a causal process.11. What the author discussed in the previo
28、us section is most probably about _. a. relationships between causes and results b. classification of reasoning c. some other common types of reasoning d. some special type of reasoning12. According to the passage, to do the effect to effect reasoning is to reason _. a. from cause to effect b. from
29、effect to cause c. from effect to effect and on the cause d. from effect to cause and on to another effect13. A necessary cause is _. a. one without which it is impossible for the effect to occur b. one of the causes that can produce the effect c. one that is enough to make the effect occur d. none
30、of them14. Your refrigerator is not working and you have found that the electric power has been cut off. The power failure is a _. a. necessary causeb. sufficient cause c. contributory caused. none of them15. This passage mainly discusses _. a. causal reasoningb. various types of reasoning c. classi
31、fication of causesd. the causal processQuestions 16-20 are based on the following passage: I hear many parents complaining that their teen-age children are rebelling. I wish it were so. At your age you ought to be growing away from your parents. You should be learning to stand on your own two feet.
32、But take a good look at the present rebellion. It seems that teen-agers are all taking the same way of showing that they disagree with their parents. Instead of striking out boldly on their own, most of them are clutching at one anothers hands for reassurance. They claim they want to dress as they p
33、lease. But they all wear the same clothes. They set off in new directions in music. But somehow they all end up huddled round listening to the same record. Their reason for thinking or acting in thus-and-such a way is that the crowd is doing it. They have come out of their cocoon(蚕茧) into a larger c
34、ocoon. It has become harder and harder for a teen-ager to stand up against the popularity wave and to go his or her own way. Industry has firmly carved out a teen-age market. These days every teen-ager can learn from the advertisements what a teen-ager should have and be. And many of todays parents
35、have come to award high marks for the popularity of their children. All this adds up to a great barrier for the teen-ager who wants to find his or her own path. But the barrier is worth climbing over. The path is worth following. You may want to listen to classical music instead of going to party. Y
36、ou may want to collect rocks when everyone else is collecting records. You may have some thoughts that you dont care to share at once with your classmates. Well, go to it. Find yourself. Be yourself. Popularity will comewith the people who respect you for who you are. Thats the only kind of populari
37、ty that really counts.16. The authors purpose in writing this passage is to tell _. a. readers how to be popular with people around b. teen-agers how to learn to decide things for themselves c. parents how to control and guide their children d. people how to understand and respect each other17. Acco
38、rding to the author, many teenagers think they are brave enough to act on their own, but, in fact, most of them _. a. have much difficulty understanding each other b. lack confidence c. dare not cope with problems single-handed d. are very much afraid of getting lost18. Which of the following is NOT
39、 true according to the passage? a. There is no popularity that really counts. b. What many parents are dong is in fact hindering their children from finding their own paths. c. It is not necessarily bad for a teen-ager to disagree with his or her classmates. d. Most teen-agers claim that they want t
40、o do what they like to, but they are actually doing he same.19. The author thinks of advertisements as _. a. convincingb. influential c. instructived. authoritative20. During the teen-age years, one should learn to _. a. differ from others in as many ways as possible b. get into the right season and
41、 become popular c. find ones real selfd. rebel against parents and the popularity waveQuestions 21-25 are based on the following passage: It has been shown that children who smoke have certain characteristics. Compared with non-smokers they are more rebellious, their work deteriorates(变坏) as they mo
42、ve up school, they are more likely to leave school early, and are more often delinquent(犯法的) and sexually precocious(早熟).Many of these features can be summarized as anticipation of adulthood. There are a number of factors which determine the onset of smoking, and these are largely psychological and
43、social. They include availability of cigarettes, curiosity, rebelliousness, appearing tough, anticipation of adulthood, social confidence, the example of parents and teachers, and smoking by friends and older brothers and sisters. It should be much easier to prevent children from starting to smoke t
44、han to persuade adults to give up the habit once established, but in fact this has proved very difficult. The example set by people in authority, especially parents, health care workers, and teachers, is of prime importance. School rules should forbid smoking by children on the premises(大楼及附属建筑物). T
45、his rule has been introduced at Summer hill School where I spent my rules, and even in those schools which have tried to enforce no smoking by corporal(肉体的) punishment there is as much smoking as in other schools. Nevertheless, banning smoking is probably on balance beneficial. Teachers too should n
46、ot smoke on school premises, at least not in front of children.21. In this passage the author puts an emphasis on _. a. the effect of smoking among children b. the difficulty in preventing children from smoking c. the reasons why children start smoking among children d. the measures to ban smoking a
47、mong children22. Which of the following is a common characteristic of young smokers? a. Disobedienceb. Laziness c. Lack of intelligenced. Vanity23. Which of the following is NOT true according to the passage? a. Some children start to smoke out of curiosity b. Many children start to smoke because they want to appear mature. c. In order to have fewer children smokers, parents, teachers and health