2024年4月13日发(作者：)

2002年考研英语真题及答案

2002年全国硕士研究生入学统一考试英语试题及答案

Section I Listening Comprehension

Directions:

This section is designed to test your ability to understand spoken English. You

will hear a selection of recorded materials and you must answer the questions

that accompany them. There are three parts in this Section, Part A, Part B and

Part C.

Remember, while you are doing the test, you should first put down your answers

in your test booklet. At the end of the listening comprehension section, you will

have 5 minutes to transfer all your answers from your test booklet to ANSWER

SHEET 1.

Now look at Part A in your test booklet.

Part A

Directions:

For Questions 1 - 5, you will hear an introduction about the life of Margaret

Welch. While you listen, fill out the table with the information you've heard.

Some of the information has been given to you in the table. Write only 1 word or

number in each numbered box. You will hear the recording twice. You now have

25 seconds to read the table below. (5 points)

Welch's Personal Information

Place of Birth Philadelphia

Year of Birth 1901

Transfer to Barnard University (Year) 1920

Major at University

1

Final Degree PhD

Year of Marriage 1928

Growing Up In New Guinea Published (Year)

2

Field Study in the South Pacific (Age)

3

Main Interest

4

Professorship at Columbia Started (Year)

5

Death (Age) 77

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Part B Directions:

For questions 6 - 10, you will hear a talk by a well-known U.S. journalist. While

you listen, complete the sentences or answer the questions. Use not more than 3

words for each answer. You will hear the recording twice. You now have 25

seconds to read the sentences and questions below. (5 points)

Besides reporters, who else were camped out for days outside

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the speaker's home?

One reporter got to the speaker's apartment pretending to pay

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The speaker believed the reporter wanted a picture of her looking

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Where is a correction to a false story usually placed?

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According to the speaker, the press will lose readers unless the

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editors and the news directors

Part C Directions:

You will hear three pieces of recorded material. Before listening to each one, you

will have time to read the questions related to it. While listening, answer each

question by choosing A, B, C or D. After listening, you will have time to check

your answers.

You will hear each piece once only. (10 points)

Questions 11 - 13 are based on a report about children's healthy development.

You now have 15 seconds to read Questions 11 - 13.

11. What unusual question may doctors ask when giving kids a checkup next

time?

[A] How much exercise they get every day.

[B] What they are most worried about.

[C] How long their parents accompany them daily.

[D] What entertainment they are interested in.

12. The academy suggests that children under age two

[A] get enough entertainment.

[B] have more activities.

[C] receive early education.

[D] have regular checkups.

13. According to the report, children's bedrooms should

[A] be no place for play.

[B] be near a common area.

[C] have no TV sets.

[D] have a computer for study.

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[D] tasted little bitterness of disgrace.

You now have 5 minutes to transfer all your answers from your test booklet to

ANSWER SHEET 1.

全国硕士研究生入学考试英语（二）

National Entrance Test Of English for MA／MS Candidates

(2002)

考生注意事项

1.考生必须严格遵守各项考场规则，得到监考人员指令后方可开始答题。

2.全国硕士研究生入学考试英语分为试题（一）、试题（二）。

3.本试题为试题（二），共11页（5-15页），含有英语知识运用、阅读理解、写

作三个部分。英语知识运用、阅读理解A节的答案必须用2B铅笔按要求直接填

涂在答题卡1上，如要改动，必须用橡皮擦干净。阅读理解B节和写作部分必

须用蓝（黑）圆珠笔在答题卡2上答题，注意字迹清楚。

4.考试结束后，考生应将答题卡1、答题卡2一并装入原试卷袋中，将试题（一）、

试题（二）交给监考人员。

Section II 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)

Comparisons were drawn between the development of television in the 20th

century and the diffusion of printing in the 15th and 16th centuries. Yet much

had happened 21 . As was discussed before, it was not 22 the 19th century that

the newspaper became the dominant pre-electronic 23 , following in the wake of

the pamphlet and the book and in the 24 of the periodical. It was during the

same time that the communications revolution 25 up, beginning with transport,

the railway, and leading 26 through the telegraph, the telephone, radio, and

motion pictures 27 the 20th-century world of the motor car and the airplane. Not

everyone sees

that process in 28. It is important to do so.

It is generally recognized, 29, that the introduction of the computer in the

early 20th century, 30 by the invention of the integrated circuit during the 1960s,

radically changed the process, 31 its impact on the media was not immediately

32 . As time went by, computers became smaller and more powerful, and they

became "personal" too, as well as 33 , with display becoming sharper and

storage 34 increasing. They were thought of, like people, 35 generations, with

the distance between generations much 36.

It was within the computer age that the term "information society" began to

be widely used to describe the 37 within which we now live. The communications

revolution has 38 both work and leisure and how we think and feel both about

place and time, but there have been 39 views about its economic, political, social

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and cultural implications. "Benefits" have been weighed 40 "harmful"

generalizations have proved difficult.

21. [A] between [B] before [C]

since [D] later

22. [A] after [B] by [C]

during [D] until

23. [A] means [B] method [C]

medium [D] measure

24. [A] process [B] company [C]

light [D] form

25. [A] gathered [B] speeded [C]

worked [D] picked

26. [A] on [B] out [C]

over [D] off

27. [A] of [B] for [C]

beyond [D] into

28. [A] concept [B] dimension [C]

effect [D] perspective

29. [A] indeed [B] hence [C] however

[D] therefore

30. [A] brought [B] followed [C] stimulated

[D] characterized

31. [A] unless [B] since [C] lest [D]

although

32. [A] apparent [B] desirable [C] negative [D]

plausible

33. [A] institutional [B] universal [C] fundamental [D]

instrumental

34. [A] ability [B] capability [C] capacity [D]

faculty

35. [A] by means of [B] in terms of [C] with regard to [D]

in line with

36. [A] deeper [B] fewer [C]

nearer [D] smaller

37. [A] context [B] range [C] scope

[D] territory

38. [A] regarded [B] impressed [C] influenced

[D] effected

39. [A] competitive [B] controversial [C] distracting [D]

irrational

40. [A] above [B] upon [C] against

[D] with

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Section III 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)

Text 1

If you intend using humor in your talk to make people smile, you must know

how to identify shared experiences and problems. Your humor must be relevant

to the audience and should help to show them that you are one of them or that

you understand their situation and are in sympathy with their point of view.

Depending on whom you are addressing, the problems will be different. If you

are talking to a group of managers, you may refer to the disorganized methods of

their secretaries; alternatively if you are addressing secretaries, you may want to

comment on their disorganized bosses.

Here is an example, which I heard at a nurses' convention, of a story which

works well because the audience all shared the same view of doctors. A man

arrives in heaven and is being shown around by St. Peter. He sees wonderful

accommodations, beautiful gardens, sunny weather, and so on. Everyone is very

peaceful, polite and friendly until, waiting in a line for lunch, the new arrival is

suddenly pushed aside by a man in a white coat, who rushes to the head of the

line, grabs his food and stomps over to a table by himself. "Who is that? " the

new arrival asked St. Peter. "Oh, that's God, " came the reply, "but sometimes

he thinks he's a doctor. "

If you are part of the group which you are addressing, you will be in a

position to know the experiences and problems which are common to all of you

and it'll be appropriate for you to make a passing remark about the inedible

canteen food or the chairman's notorious bad taste in ties. With other audiences

you mustn't attempt to cut in with humor as they will resent an outsider making

disparaging remarks about their canteen or their chairman. You will be on safer

ground if you stick to scapegoats like the Post Office or the telephone system.

If you feel awkward being humorous, you must practice so that it becomes

more natural. Include a few casual and apparently off-the-cuff remarks which

you can deliver in a relaxed and unforced manner. Often it's the delivery which

causes the audience to smile, so speak slowly and remember that a raised

eyebrow or an unbelieving look may help to show that you are making a

light-hearted remark.

Look for the humor. It often comes from the unexpected. A twist on a

familiar quote "If at first you don't succeed, give up" or a play on words or on a

situation. Search for exaggeration and understatements. Look at your talk and

pick out a few words or sentences which you can turn about and inject with

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humor.

41. To make your humor work, you should

[A] take advantage of different kinds of audience.

[B] make fun of the disorganized people.

[C] address different problems to different people.

[D] show sympathy for your listeners.

42. The joke about doctors implies that, in the eyes of nurses, they are

[A] impolite to new arrivals.

[B] very conscious of their godlike role.

[C] entitled to some privileges.

[D] very busy even during lunch hours.

43. It can be inferred from the text that public services

[A] have benefited many people.

[B] are the focus of public attention.

[C] are an inappropriate subject for humor.

[D] have often been the laughing stock.

44. To achieve the desired result, humorous stories should be delivered

[A] in well-worded language.

[B] as awkwardly as possible.

[C] in exaggerated statements.

[D] as casually as possible.

45. The best title for the text may be

[A] Use Humor Effectively.

[B] Various Kinds of Humor.

[C] Add Humor to Speech.

[D] Different Humor Strategies.

Text 2

Since the dawn of human ingenuity, people have devised ever more cunning

tools to cope with work that is dangerous, boring, burdensome, or just plain

nasty. That compulsion has resulted in robotics--the science of conferring various

human capabilities on machines. And if scientists have yet to create the

mechanical version of science fiction, they have begun to come close.

As a result, the modern world is increasingly populated by intelligent gizmos

whose presence we barely notice but whose universal existence has removed

much human labor. Our factories hum to the rhythm of robot assembly arms.

Our banking is done at automated teller terminals that thank us with mechanical

politeness for the transaction. Our subway trains are controlled by tireless

robo-drivers. And thanks to the continual miniaturization of electronics and

micro-mechanics, there are already robot systems that can perform some kinds

of brain and bone surgery with submillimeter accuracy--far greater precision

than highly skilled physicians can achieve with their hands alone.

But if robots are to reach the next stage of laborsaving utility, they will have

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