山东大学考博英语2008年真题

一、听力（1分×15=15分）1 -4长对话，四个问题。（一般考试一开始都是一个问题的短对话，做的时候差点吐血） <C

5-7、8-10两篇新闻，语速中等。一个是关于布什，一个是关于篮球明星。

11-15一篇演讲

二、语法和词汇（0.5分×30=15分）

三、阅读（2分×15=30分）

1、关于提高阅读速度（来自华侨中学2004学年度下学期期中考试高二英语试题）

A higher reading rate, with no loss of comprehension, will help you in other subjects as well as English. Naturally, you will not read every book at the same speed. You would expect to read a newspaper, for example, much more rapidly than a physics or economics textbook, but you can raise your average reading speed with the whole range of materials you wish to cover so that the percentage gain will be the same whatever kind of reading you are concerned with

Perhaps you would like to know what reading speeds are common among native English-speaking university students and how those speeds can be improved. Tests in Minnesota, USA have shown that students without special training can read English of average difficulty at speeds of between 240 and 250 w. p. m. with about 70% comprehension. Minnesota claims that after 12 half-hour lessons, once a week, the reading speed can be increased, with no loss of comprehension, to around 500 w. p. m. If you get to the point where you can read books of average difficulty at between 400 and 500 w. p.m. with 70% more comprehension, you will be doing quite well, though of course may further improvement of speed with comprehension will be a good thing.

When you practise reading with short passages, do not try to take in each word separately, one after the other. It is much more difficult to grasp the broad theme of passage this way, and you will also get trunk on inpidual words which may not be absolutely essential to a general understanding of the passage. It is a good idea to skim through the passage very quickly first (say 500 words in a minute or so ) to get the general idea of each paragraph. Titles, paragraph headings and emphasized words (underlined or in italics) can be a great help in getting the outline of the passage. It is surprising how many people do not read the outline of the passage. It is surprising how many people do not read titles, introductions or paragraph headings

2、关于计算机对工业和教育的进步（来自英语100篇精读荟萃中级篇，部分词语与考题不符）

As citizens of advanced but vulnerable economies, we must either relentlessly increase the quality of our skills or see our standard of living erode. For the future, competition between nations will be increasingly based on technological skill. Oil and natural resources will still be important, but they no longer will determine a nation’s economic strength. This will now be a matter of the way people organize them selves and the nature and quality of their work. Japan and the “new Japans “of East Asia are demonstrating this point in ways that are becoming painfully obvious to the older industrial countries.

There is simply no way to rest on our past achievements. Today’s competition renders obsolete huge chunks of what we know and what forces us to innovate. For each inpidual. Several careers will be customary, and continuing education and retraining will be inescapable. To attain this extraordinary level of education, government, business, schools, and even inpiduals will turn to technology for the answer.

In industry, processing the information and designing the changes necessary to keep up with the market has meant the growing use of computers. The schools are now following close behind.

Already some colleges in the United States are requiting a computer for each student. It is estimated that 500,000 computers are already in use in American high schools and elementary schools. Although there is an abysmal lack of educational software, the number of computers in schools expands rapidly.

The computer is the Proteus of machines, as it takes on a thousand forms and serves a thousand functions. But its truly revolutionary character can be seen in its interactive potential. With advanced computers, learning can be inpidualized and self-paced. Teachers can become more productive and the entire learning environment enriched. It is striking how much current teaching is a product of pencil and paper technology. With the computer’s capacity for simulation and perse kinds of feedback, all sorts of new possibilities open up for the redesign of curriculums. Seymour Papert, the inventor of the computer language LOGO, believes that concepts in physics and advanced mathematics can be taught in the early grades with the use of computers. On every-day level, word-processing significantly improves the capacity for written expression. In terms of drill and practice, self-paced computer-assisted instruction enables the student to advance rapidly-without being limited by the conflicting needs of the entire class. In short, once we learn to use this new brain outside the brain, education will never be the same.

Industry, faced with the pressures of a rapidly shifting market, is already designing new methods to retrain its workers, In the United States, a technological university has been set up to teach engineering courses by satellite. And the advances in telecommunications and computational power will dramatically expand the opportunities for national and international efforts in education and training.

Without romanticizing the machine, it is clear that computers uniquely change the potential for equipping today’s citizens for unprecedented tasks of the future. Particularly in Europe and the United States, innovation will be the basis for continued prosperity. New competitors are emerging to challenge the old economic arrangements. How successfully we respond will depend on how much we invest in people and how wisely we employ the learning tools of the new technology.

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