【明德尚行教育】2020年广外英语学硕MA623英语水平考试专业课考研初试回忆真题
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一、完形填空
考的是和Language有关的，貌似说语言能影响人们各种评判，上升到国家文化，人际沟通的影响，具体不太记得了，因为广外考太多这种题材的。乍一看上去第一遍写还是有许多不确定的，虽然单词列表给的也不难，大多都是虚词，但还是有很多模棱两可的对比，不过在做第二遍筛选时还是可以比对下就做出来的。
二、改错
考了古今中外计时、钟表的发明和发展，几个人怎么分的年月日长度，water clock，之后pendulum。算是广外难度吧，但我怎么觉得我改的都大半是错的，因为我本来改错就算弱项，可能就我弱。感觉改be动词的、介词的挺多的？
三、选词填空
这道题可谓说是今年乃至这么多年来623出的算难的一道了。往年师兄师姐回忆里很多都说大概也就两三道题里面会有一个专八难一点的单词，但今年好像反过来了，只有两三道题是没有专八单词辨析，其他都有一两个专八单词，甚至有个别是我没啥印象的。真的是考基础，所以背单词不嫌多，反复记忆才是王道，加上专八单词又难背，更难用，大家还是多背单词......第一题印象较深，四个单词是tour, trip,excursion,expedition,题目里面有cruise这个关键。最后一题那个老板cut costs，所以员工面临应该是“裁员”(变成名词：redundancy)。
四、阅读理解
这四篇不算特别难，题目长度适中，选项长度也适中。仔细一点，稍加分析，就应该可以了。
①外网外刊上的一篇文章，Any education that matters is liberal。第一题就是对liberal与教育关系的定义。怎么样教学。有一题选项有general teaching。这一篇记不太清，可能语言复杂一点。
②讲纽约市MoMA博物馆摒弃过去以白人审美为标准的理念，拓宽展览空间，让更多一些不是很出名的妇女、有色人种艺术家展示自己的作品，体现了新环境下博物馆的新理念不止是保护文化文明，而是传播spirit传播人们内心的想法等。也提到了哥伦比亚大学将自己的主要课程计划改成了以审美艺术为主的，多鼓励新兴微弱的艺术力量。题目大部分也是围绕我说的意思出，第一段说了什么、博物馆如今的新理念应该是...、哥伦比亚大学据此有什么动向...、文章的呼吁是....
③科技文，讲了研究发现其他星球有类似人类可以生存的环境什么的，但后面另一个科学家又证误了，就生活居住来说，说空气、温度什么的都不匹配，后面有说一些星球的气体里面的成分如含水情况的对比...有两题都直接或间接考到那个证误的科学家的观点，说他的研究是出于什么问题。有考到四个选项都是出自文章原文的句子，问哪一句有关适宜居住这个话题。然后挖了文中一句长句子来问什么意思，也不算太难吧。
④职场穿衣。有关美国一个夏季对员工穿衣要求的传统——Dress-down Friday,即穿普通便装上班的周五。作者为此感到苦恼为主，但后面也发现了些许优点，但主要觉得自己只有一套suit，其他衣服也不多，还是不方便。题目有问这个dress down是为什么设计的、作者对此的态度、之后发现有什么好处、为什么没接猎头的电话（这题得看具体文章，在她发现好处那里，可能是怕猎头挖人，看看员工是否忠诚？不接电话之后她说她忙到面试都不可能有时间）。
@ chǒng chóng
Dress down
阅读题
改错题是讲时间的历史
什么年月日的划分，日历的发明
词汇辨析 approximate access
阅读题第一题是讲MoMA @J.W.
一、完形填空
考的是和Language有关的，貌似说语言能影响人们各种评判，上升到国家文化，人际沟通的影响，具体不太记得了，因为广外考太多这种题材的。乍一看上去第一遍写还是有许多不确定的，虽然单词列表给的也不难，大多都是虚词，但还是有很多模棱两可的对比，不过在做第二遍筛选时还是可以比对下就做出来的。
二、改错
考了古今中外计时、钟表的发明和发展，几个人怎么分的年月日长度，water clock，之后pendulum。算是广外难度吧，但我怎么觉得我改的都大半是错的，因为我本来改错就算弱项，可能就我弱。感觉改be动词的、介词的挺多的？
三、选词填空
这道题可谓说是今年乃至这么多年来623出的算难的一道了。往年师兄师姐回忆里很多都说大概也就两三道题里面会有一个专八难一点的单词，但今年好像反过来了，只有两三道题是没有专八单词辨析，其他都有一两个专八单词，甚至有个别是我没啥印象的。真的是考基础，所以背单词不嫌多，反复记忆才是王道，加上专八单词又难背，更难用，大家还是多背单词......第一题印象较深，四个单词是tour, trip,excursion,expedition,题目里面有cruise这个关键。最后一题那个老板cut costs，所以员工面临应该是“裁员”(变成名词：redundancy)。
四、阅读理解
这四篇不算特别难，题目长度适中，选项长度也适中。仔细一点，稍加分析，就应该可以了。
①外网外刊上的一篇文章，Any education that matters is liberal。第一题就是对liberal与教育关系的定义。怎么样教学。有一题选项有general teaching。这一篇记不太清，可能语言复杂一点。
②讲纽约市MoMA博物馆摒弃过去以白人审美为标准的理念，拓宽展览空间，让更多一些不是很出名的妇女、有色人种艺术家展示自己的作品，体现了新环境下博物馆的新理念不止是保护文化文明，而是传播spirit传播人们内心的想法等。也提到了哥伦比亚大学将自己的主要课程计划改成了以审美艺术为主的，多鼓励新兴微弱的艺术力量。题目大部分也是围绕我说的意思出，第一段说了什么、博物馆如今的新理念应该是...、哥伦比亚大学据此有什么动向...、文章的呼吁是....
③科技文，讲了研究发现其他星球有类似人类可以生存的环境什么的，但后面另一个科学家又证误了，就生活居住来说，说空气、温度什么的都不匹配，后面有说一些星球的气体里面的成分如含水情况的对比...有两题都直接或间接考到那个证误的科学家的观点，说他的研究是出于什么问题。有考到四个选项都是出自文章原文的句子，问哪一句有关适宜居住这个话题。然后挖了文中一句长句子来问什么意思，也不算太难吧。
④职场穿衣。有关美国一个夏季对员工穿衣要求的传统——Dress-down Friday,即穿普通便装上班的周五。作者为此感到苦恼为主，但后面也发现了些许优点，但主要觉得自己只有一套suit，其他衣服也不多，还是不方便。题目有问这个dress down是为什么设计的、作者对此的态度、之后发现有什么好处、为什么没接猎头的电话（这题得看具体文章，在她发现好处那里，可能是怕猎头挖人，看看员工是否忠诚？不接电话之后她说她忙到面试都不可能有时间）。 @ 来时末上初熏
1. 改错
Devising (device) accurate calendars and clocks to measure the flow of time has, through history, proved to be an elusive, lengthy (protracted) intellectual pursuit. The Sumerians divided the (a) year into 360 days, then named (designed)12 lunar months of 30 days each. The Egyptians extended the year by five days. Later (latter) changes by the Romans, plus (together)refinements by Pope Gregory XIII in 1582, gave us today's Gregorian calendar, accurate to a day in every 3323 years .(year)
Early societies also broke the day into smaller units. The sun, arcing overhead daily, was undoubtedly the first timepiece, followed perhaps by the shadow of a stick stuck (stick) in the ground — a crude sundial.
In the 11th century a Chinese scholar named Su Sung invented a huge device that was among the first mechanical water clocks. More than 30 feet (foot) high, powered by a waterwheel, (the water-wheel) his clock signaled the hours with gongs, bells and drums.
It was in the West, however, that the mechanical clock achieved its greatest glory. One of the earliest was built for an English monastery in the 13th century.
In 16th-century Italy, a young medical student named Galileo Galilei is said to have spied a newly (new) lighted lamp swinging in the cathedral at Pisa. Timing it with his pulse, he found that each swing (原文多了it,去掉it就行) took the same amount of time, regardless of the distance traveled. He had discovered the pendulum. But seven decades passed before a Dutch scientist built the first pendulum clock, starting the era of precision timekeeping.
2.阅读
Any education that matters is liberal. All the saving truths and healing gracesthat distinguish a good education from a bad one, or a full education from ahalf-empty one are contained in that word. Whatever ups and downs the term"liberal" suffers in the political vocabulary, it soars above allcontroversy in the educational world. In the blackest pits of education thesquirming victim has only to ask, "What's the liberal about this?" toshame his persecutors. In times past a liberal education set off a free manfrom a slave or a gentleman from laborers and artisans. It now distinguisheswhatever nourishes the mind and spirit from the training which is merelyprofessional or practical or from the trivialities which are no training atall. Such an education involves a combination of knowledge, skills andstandards.
So far as knowledge is concerned, the record is ambiguous. It issufficiently confused for the fact-filled freak who excels in quiz shows tohave passed himself off in some company as an educated man. More respectable isthe notion that there are some things which every educated man ought to know;but many highly educated men would cheerfully admit to a vast ignorance, andthe framers of curriculums have differed greatly in the knowledge theyprescribe. If there have been times when all students at school or collegestudied the same things, as if it were obvious that without exposure to acommon body of knowledge they would not be educated at all, there have beenother times when specialization ran so wild that it might almost seem as ifeducated men had abandoned the thought of ever talking to each other once theireducation was completed.
If knowledge is one of our marks, we can hardly be dogmatic about thekind or the amount. A single fertile field tilled with care and imagination canprobably develop all the instincts of an educated man. However, if the framerof a curriculum wants to minimize his risks, he can invoke an ancient doctrinewhich holds that an educated man ought to know a little about everything and alot about something.
The "little about everything" is best interpreted these days bythose who have given most thought to the sort of general education an informedindividual ought to have. More is required than a sampling of the introductorycourses which specialists offer in their own disciplines. Courses are needed ineach of the major divisions of knowledge—the humanities, the natural sciencesand social sciences—which are organized with the breadth of view and theimaginative power of competent staffs who understand the needs of interestedamateurs. But over and above this exciting smattering (略) of knowledge, students shouldbite deeply into at least one subject and taste its full flavor. It is notenough to be dilettantes in everything without striving also to be craftsmen insomething.
If there is some ambiguity about the knowledge an educated man shouldhave, there is none at all about the skills. The first is simply the trainingof mind in capacity to think clearly. This has always been the business ofeducation, but the way it is done varies enormously. Marshalling the notes oflecture is one experience; the opportunity to argue with a teacher is another.Thinking within an accepted tradition is one thing; to challenge the traditionitself is another. The best results are achieved when the idea of the examinedlife is held firmly before the mind and when the examination is conducted withthe zest, rigor, and freedom which really stretches everyone's capacities.
The vital aid to clear thought is the habit of approaching everything wehear and everything we are taught to believe with a certain skepticism. Themethod of using doubt as an examiner is a familiar one among scholars andscientists, but it is also the best protection which a citizen has against thehumbug that surrounds us.
10、 The sentence "Any educationthat matters is liberal." (Paragraph One) implies that to some extent______.
A. a good education provides freedom for students
B. liberal is the only standard of a good education
C. the criteria of judging education is relevant to liberal
D. the goal of education is to achieve spiritual freedom
11、 Which of the following statementsabout the second paragraph is NOT true?
A. The curriculum-makers usually have different teaching contents.
B. Well-educated men are bound to perform well after graduation.
C. Many well-educated men didn't deny their unknown in some fields.
D. The fact-filled man is not necessarily an educated man.
12、 The word "dogmatic" inthe third paragraph is closest in meaning to ______.
A. critical B. clear C. serious D. irresolute
13、 The italicized word"dilettantes" in Paragraph Four refers to people who ______.
A. axe devoted to one branch of learning B. are excellent in everything
C. do not study a subject thoroughly D. know nothing except his own profession
14、 Which of the following about thelast two paragraphs is INCORRECT?
A. The purpose of learning is to cultivate the ability of thinking.
B. Using doubt as an examiner can benefit common people.
C. The answer of what skills an educated man should have is clear.
D. The best way to improve one's ability is to debate with othersregularly.
法语汉译英
1. 我还有许多事要做，我不能去今晚的晚会了。
2. 那个大会什么时候开啊？
3. 她昨天晚上十二点才开始做作业。
4. 我需要一支笔来写信。
temperature cache @Inez
Cloze
It is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.
Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.
In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which is favoured, in this account, is usually a version of the Standard* written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ’correctly; deviations from it are said to be 'incorrect!
All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the language. The authoritarian nature of the approach is best characterised by its reliance on 'rules' of grammar. Some usages are ‘prescribed’, to be learnt and followed accurately; others are 'proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them.
These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarised in the statement that it is the task of the grammarian to describe, not prescribe -to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language’. Linguistic issues, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modem linguistic approach to grammatical analysis.
In our own time, the opposition between 'descriptivists’ and 'prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms - of radical liberalism vs elitist conservatism.
Proof reading
Devise(→Devising) accurate calendars and clocks that(→to) measure the flow of time has proved to be an elusive, protracted intellectual pursuit. Drawing(→Drawn) to the movements of the heavens and the changing seasons, human developed the calendar. The Sumerians divided the year into 360 days, then designate(→designated) 12 lunar months of 30 days each. The Egyptians extended the year by five days. Latter (→Later) changes by the Romans, plus refinements by Pope Gregory XIII in 1582, which gave us today's Gregorian calendar, accurate to a day in every 3323 year(→years).
Early societies also broke the day into small(→smaller) units, presumably for the same reason as we do now – so we know when we’re supposed to be somewhere. The sun, arching overhead daily, was undoubtedly (加the) first timepiece, followed perhaps by the shadow of a stick sticking (→stuck) in the ground – a crude sundial.
In the 11th century a Chinese scholar named Su Sung invented a huge device that was among the first mechanical water clock(→clocks). More than 30 foot(→feet) high, powered by a waterwheel, his clock signaled the hours with gongs, bells and drums.
In 16th-century Italy, a young medical student named Galileo Galilei is said to have spied a new(→newly) lighted lamp swinging in the cathedral at Pisa. Timing it with his pulse, he found that each swing it took the same amount of time, regardless (加of) the distance traveled. He had discovered the pendulum. But seven decades passed before a Dutch scientist built the first pendulum clock, starting the era of precision timekeeping.
词汇
1.Trip tour excursion expedition （bruise ship）
2.Aggregate demand
3.Ferocity
阅读
1. Any education that matters is liberal. (好像是华研专八阅读书上的) fact-filled man，well-educated man 在工作中怎么怎么样，后面的不记得了
2. 美国的博物馆开始展览不知名艺术家的作品，包括有色人种和女性艺术家
4. Scientists announced another exciting discovery today regarding potentially habitable exoplanets -- K2-18b.在此星球上发现了water vapor，地球的一年是此星球的一个月，star会发出强烈的红光
3.
Dress-down seems to have originated in places where people work through the heat of summer. Dress-down，restricted to Fridays, allows staff to head straight for their out-of-town retreats on Friday evenings without going home to change . But in New York it has now become a week-round state of affairs.
For me ,a manager in the head office of a bank，dress-down is a real headache for two reasons. The first is that it actually requires a new wardrobe（衣柜）. For my male colleagues in the US, it seemed to mean a change from one uniform to another. I basically only own two types of clothes—suits for working in and truly casual clothes for relaxing weekends in the countryside.
Later in London, I was rather confused to discover that my employers had employers had started summer dress-down. At first, I tried to sidestep it in my suit as usual, but my staff complained that they then felt pressured into doing the same. So, I found myself having to buy “smart casual” clothes specifically to wear to work; a ridiculous expense. Even more annoying is the fact that I still have to prepare a suit in my office in case I’m suddenly called to a meeting, where dress-down is banned.
For the other great inconvenience of dress-down is that it makes it easier than ever to spot when colleagues are going to job interviews . For the rest of the year, it is easy enough to arrange these during the working week，but in the summer when dress-down rules, it’ s a dead giveaway to arrive in smart clothes for such a formal appointment. However, I would normally applaud this state of affairs，as most of my time used to be spent trying to prevent valued employees from moving elsewhere.
1．According to the writer. “dress-down” in New York began as a way of_________.
A．discouraging staff from taking summer holidays
B．showing concern for staff who lived out of town
C．rewarding those employees willing to work in the heat
D．making life easier for staff in the summer months
2．What was the writer’s first reaction to the idea of “dress-down” in her London office?
A．She attempted to ignore it. B．She argued against it.
C．She recognized the need for it. D．She urged her staff to adopt it.
3．The aspect of “dress—down” that most annoys the writer is the fact that .
A．her clients find it embarrassing B．not everyone has to conform to it
C．it does not apply on all occasions D．the clothes themselves do not suit her
4．The writer thinks “dress-down”_________ according to the passage.
A．develops her ability to make a business B．increases her expense on clothes
C．disturbs her personal life after work D．damages her interpersonal relationships
5．In which aspect of her work does the writer find “dress-down” an advantage?
A．Employing new members of staff. B．Monitoring the honesty of her staff.
C．Providing her staff with feedback. D．Ensuring her staff remain loyal. @zzz@un
一、完形填空（30*1）
adherents, as, to, with, on, that, should, could, count, sense, especially其他的不记得了。
二、改错
有几个关于定冠词的（记得有一个是for the first time没加the），没变成比较级形式，介词后改that为which，去掉which(多余的)，其他不记得了。
三、辨析填空
Trip, journey, expedition, aliment, credulous, burden, prospect只记得这几个单词了。
四、阅读是四篇
具体内容我是真的差不多全忘了。不过听人说邹申的TEM8那本红色书里有阅读的第三四篇，大家可以找找
总结：前三道题个人感觉不算特别难。Of course希望自己的感觉是准的。不过还是要注意完形填空，词看起来越简单越容易掉坑。先通读原文吧把百分百确定的搭配填掉会好一点。星火专八的阅读真的还是做一做。平时多读外刊扩充知识面绝对有好处。阅读对我而言是真的比较难的，自己有点懒气。希望阅读运气好点不要扣太多吧 @Janevy
一Cloze
今年感觉考察了很多介词的用法，像ofwithoninto about 都考到了(with reference to, there are concerns about)副词的话考了两个，moreover 和 especially，总体来说难度不大。
二 Proofreading
改错是讲关于年月日划分的历史由来。
记得的比较确定的一些改法：
devise→devising（动名词做主语）
have→has（主谓一致）
that→which（非限制性定语从句）
first→∧the
foot→feet
year→years
regardless→∧of（固定搭配）
latter→later
三Gap-filling
单词整体偏难，有很多属于gre和sat等高级词汇，像percipient consort excursion credulous countenance redundant deviation degradation等
四Reading Comprehension
A篇关于liberal education的阅读稍难，BCD篇难度还好，有一题是考查文中dogmatic的含义，其中比较纠结的两个选项是critical 和 serious。 @全
水平
完形填空30空给30词，不用变形式，挺多介词的。改错是时间表示的进化过程
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