├── .gitignore ├── README.md ├── english ├── 2005 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.jpg │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2006 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.png │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2007 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.png │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2008 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.png │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2009 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.jpg │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2010 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.jpg │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2011 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.jpg │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2012 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.jpg │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex ├── 2013 │ ├── 1.tex │ ├── 2.tex │ ├── 3.tex │ ├── 4.tex │ ├── 5.tex │ ├── 6.tex │ ├── 7.tex │ ├── 8.png │ ├── 8.tex │ ├── a1.tex │ ├── a2.tex │ ├── a3.tex │ ├── a4.tex │ ├── a5.tex │ ├── answer.pdf │ ├── answer.tex │ ├── choice.tex │ ├── di-1.tex │ ├── di-2.tex │ ├── di-3.tex │ ├── di-4.tex │ ├── whole.pdf │ └── whole.tex └── README.md └── policy ├── 2007 ├── 1.tex ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── pic1.jpg ├── whole.pdf └── whole.tex ├── 2008 ├── 1.tex ├── 17.jpg ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex ├── 2009 ├── 1.tex ├── 2.tex ├── 3.tex ├── 35.jpg ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex ├── 2010 ├── 1.tex ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex ├── 2011 ├── 1.tex ├── 2.tex ├── 2011.jpg ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex ├── 2012 ├── 1.tex ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex ├── 2013 ├── 1.tex ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex ├── 2014 ├── 1.tex ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex └── 2015 ├── 1.tex ├── 2.tex ├── 3.tex ├── answer.pdf ├── answer.tex ├── choice.tex ├── d1.tex ├── d2.tex ├── d3.tex ├── whole.pdf └── whole.tex /.gitignore: -------------------------------------------------------------------------------- 1 | *.aux 2 | *.log 3 | *.synctex.gz -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | KaoYanZhenTi 2 | ============ 3 | 4 | This the develop branch, used to develop new items. 5 | 6 | -------------------------------------------------------------------------------- /english/2005/1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \qquad The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals, \underline{\quad 1\quad} this is largely because, \underline{\quad 2\quad} animals, we stand upright. This means that our noses are \underline{\quad 3\quad} to perceiving those smells which float through the air, \underline{\quad 4\quad} the majority of smells which stick to surfaces. In fact, \underline{\quad 5\quad}, we are extremely sensitive to smells, \underline{\quad 6\quad} we do not generally realize it. Our noses are capable of \underline{\quad 7\quad} human smells even when these are \underline{\quad 8\quad} to far below one part in one million. 6 | 7 | \qquad Strangely, some people find that they can smell one type of flower but not another, \underline{\quad 9\quad} others are sensitive to the smells of both flowers. This may be because some people do not have the genes necessary to generate \underline{\quad 10\quad} smell receptors in the nose. These receptors are the cells which sense smells and send \underline{\quad 11\quad} to the brain. However, it has been found that even people insensitive to a certain smell \underline{\quad 12\quad} can suddenly become sensitive to it when \underline{\quad 13\quad} to it often enough. 8 | 9 | \qquad The explanation for insensitivity to smell seems to be that brain finds it \underline{\quad 14\quad} to keep all smell receptors working all the time but can \underline{\quad 15\quad} new receptors if necessary. This may \underline{\quad 16\quad} explain why we are not usually sensitive to our own smells -- we simply do not need to be. We are not \underline{\quad 17\quad} of the usual smell of our own house, but we \underline{\quad 18\quad} new smells when we visit someone else's. The brain finds it best to keep smell receptors \underline{\quad 19\quad} for unfamiliar and emergency signals \underline{\quad 20\quad} the smell of smoke, which might indicate the danger of fire. 10 | 11 | \vspace{6pt} 12 | 13 | 01. \choice{ although }{ as }{ but }{ while} 14 | 02. \choice{ above }{ unlike }{ excluding }{ besides} 15 | 03. \choice{ limited }{ committed }{ dedicated }{ confined} 16 | 04. \choice{ catching }{ ignoring }{ missing }{ tracking} 17 | 05. \choice{ anyway }{ though }{ instead }{ therefore} 18 | 06. \choice{ even if }{ if only }{ only if }{ as if} 19 | 07. \choice{ distinguishing }{ discovering }{ determining }{ detecting} 20 | 08. \choice{ diluted }{ dissolved }{ dispersed }{ diffused} 21 | 09. \choice{ when }{ since }{ for }{ whereas} 22 | 10. \choice{ unusual }{ particular }{ unique }{ typical} 23 | 11. \choice{ signs }{ stimuli }{ messages }{ impulses} 24 | 12. \choice{ at first }{ at all }{ at large }{ at times} 25 | 13. \choice{ subjected }{ left }{ drawn }{ exposed} 26 | 14. \choice{ ineffective }{ incompetent }{ inefficient }{ insufficient} 27 | 15. \choice{ introduce }{ summon }{ trigger }{ create} 28 | 16. \choice{ still }{ also }{ otherwise }{ nevertheless} 29 | 17. \choice{ sure }{ sick }{ aware }{ tired} 30 | 18. \choice{ tolerate }{ repel }{ neglect }{ notice} 31 | 19. \choice{ available }{ reliable }{ identifiable }{ suitable} 32 | 20. \choice{ similar to }{ such as }{ along with }{ aside from} -------------------------------------------------------------------------------- /english/2005/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \qquad It is not easy to talk about the role of the mass media in this overwhelmingly significant phase in European history. History and news become confused, and one's impressions tend to be a mixture of skepticism and optimism. \ul{(46) Television is one of the means by which these feelings are created and conveyed -- and perhaps never before has it served so much to connect different peoples and nations as in the recent events in Europe.} The Europe that is now forming cannot be anything other than its peoples, their cultures and national identities. With this in mind we can begin to analyze the European television scene. \ul{(47) In Europe, as elsewhere, multi-media groups have been increasingly successful: groups which bring together television, radio, newspapers, magazines and publishing houses that work in relation to one another.} One Italian example would be the Berlusconi group, while abroad Maxwell and Murdoch come to mind. 6 | 7 | \qquad Clearly, only the biggest and most flexible television companies are going to be able to compete in such a rich and hotly-contested market. \ul{(48) This alone demonstrates that the television business is not an easy world to survive in, a fact underlined by statistics that show that out of eighty European television networks, no less than 50\% took a loss in 1989.} 8 | 9 | \qquad Moreover, the integration of the European community will oblige television companies to cooperate more closely in terms of both production and distribution. 10 | 11 | \qquad \ul{(49) Creating a ``European identity'' that respects the different cultures and traditions which go to make up the connecting fabric of the Old Continent is no easy task and demands a strategic choice} -- that of producing programs in Europe for Europe. This entails reducing our dependence on the North American market, whose programs relate to experiences and cultural traditions which are different from our own. 12 | 13 | \qquad In order to achieve these objectives, we must concentrate more on co-productions, the exchange of news, documentary services and training. This also involves the agreements between European countries for the creation of a European bank for Television Production which, on the model of the European Investments Bank, will handle the finances necessary for production costs. \ul{(50) In dealing with a challenge on such a scale, it is no exaggeration to say, ``United we stand, divided we fall''} -- and if I had to choose a slogan it would be ``Unity in our diversity.'' A unity of objectives that nonetheless respect the varied peculiarities of each country. -------------------------------------------------------------------------------- /english/2005/8.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2005/8.jpg -------------------------------------------------------------------------------- /english/2005/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \section{Writing} 6 | \textbf{Part A} 7 | 8 | \textbf{51. Directions:} 9 | 10 | \qquad Two months ago you got a job as an editor for the magazine \emph{Designs \& Fashions}. But now you find that the work is not what you expected. You decide to quit. Write a letter to your boss, Mr. Wang, telling him your decision, stating your reason(s), and making an apology. 11 | 12 | \qquad Write your letter with no less than 100 words. Write it neatly on ANSWER SHEET 2. Do not sign your own name at the end of the letter; use ``Li Ming'' instead. You do not need to write the address. (10 points) 13 | 14 | \vspace{10pt} 15 | 16 | \textbf{Part B} 17 | 18 | \textbf{52. Directions:} 19 | 20 | \qquad Write an essay of 160-200 words based on the following drawing. In your essay, you should first describe the drawing, then interpret its meaning, and give your comment on it. 21 | 22 | \qquad You should write neatly on ANSWER SHEET 2. (20 points) 23 | 24 | \begin{center}\includegraphics[height=7cm]{8.jpg}\end{center} -------------------------------------------------------------------------------- /english/2005/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 CBACB \qquad 06-10 ADADB \qquad 11-15 CADCD \qquad 16-20 BCDAB 2 | -------------------------------------------------------------------------------- /english/2005/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 CBACB \qquad Text 2 CDADB \qquad Text 3 ACDDA \qquad Text 4 BDABC 2 | -------------------------------------------------------------------------------- /english/2005/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 E C G F B -------------------------------------------------------------------------------- /english/2005/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 电视是引发并传达这些情绪的方式之一，在加强不同民族和国家间的联系方面，或许它从未像在近来欧洲事物中那样起过如此大的作用。 2 | 3 | 47. 同其他地方一样，欧洲的传媒集团蒸蒸日上，这些集团把相互联系的电视、广播、报纸、杂志及出版社等媒体联合到一起。 4 | 5 | 48. 仅此就足以表明，在电视行业里生存并不容易，统计数字更印证了这个事实：1989年，在80家欧洲电视网中，一半以上出现亏损。 6 | 7 | 49. 不同的文化和传统把欧洲大陆编织成一体，要创造出一种尊重这些不同文化和传统的“欧洲品牌”绝非易事，需要人们做出战略性的选择。 8 | 9 | 50. 要应付如此规模的挑战，可以毫不夸张地说，“团结擎天散如沙”。 -------------------------------------------------------------------------------- /english/2005/a5.tex: -------------------------------------------------------------------------------- 1 | Dear Mr. Wang, 2 | 3 | Thank you very much for having offered me this promising position to work for this best-selling magazine. It never occurred to me that I would have to leave. However, today I make the hard decision to quit it. 4 | 5 | Painfully, I have realized that I overestimated my adaptability. My personality actually can't match the requirements of this position which highly values open mindedness and creativity. What's more, the shortage of professional knowledge, both in designing and editing, has influenced my job performance more negatively than I ever expected. 6 | 7 | I apologize for any inconvenience I might have caused and wish you could consider my request. Please let me know if there is anything I can do to make this transition easier for the company. 8 | 9 | \begin{flushright}Yours sincerely, 10 | 11 | Li Ming\end{flushright} 12 | 13 | As we can see from the picture, a football match of supporting parents is going on. The eldest son is exerting all his strength to kick away his father who is crouching like a football in the middle of the playground, while the other three children are standing in different corners, guarding their own goals. It is obvious that none of them is willing to receive the old father. 14 | 15 | This picture does reflect a thought-provoking social phenomenon. Nowadays many young people in China regard taking care of their aged parents as a burden and refuse to take the responsibility. As a result, the old are neglected and even abandoned when growing weak and helpless. 16 | 17 | The phenomenon reflected in the picture is both immoral and illegal. It is well-known that caring the old is not only a traditional virtue cherished by Chinese but also a duty laid down in the constitution. In order, and, at the same time, strengthen the regulations and laws. Only in these ways can we ensure a better life for the aged. -------------------------------------------------------------------------------- /english/2005/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2005/answer.pdf -------------------------------------------------------------------------------- /english/2005/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2005 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2005/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-07 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2005/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2005/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2005/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2005/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2005/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2005/whole.pdf -------------------------------------------------------------------------------- /english/2005/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-07 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm, top=2.5cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the 24 | \markboth{PythonShell's Work}{2005 Graduate English Exam} % headings 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2006/1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \qquad The homeless make up a growing percentage of America's population. \underline{\quad 1\quad}, homelessness has reached such proportions that local government can't possibly \underline{\quad 2\quad}. To help homeless people \underline{\quad 3\quad} independence, the federal government must support job training programs, \underline{\quad 4\quad} the minimum wage, and fund more low-cost housing. 6 | 7 | \qquad \underline{\quad 5\quad} everyone agrees on the number of Americans who are homeless. Estimates \underline{\quad 6\quad} anywhere from 600,000 to 3 million. \underline{\quad 7\quad} the figure may vary, analysts do agree on another matter: that the number of the homeless is \underline{\quad 8\quad}. One of the federal government's studies \underline{\quad 9\quad} that the number of the homeless will reach nearly 19 million by the end of this decade. 8 | 9 | \qquad Finding ways to \underline{\quad 10\quad} this growing homeless population has become increasingly difficult. \underline{\quad 11\quad} when homeless individuals manage to find a \underline{\quad 12\quad} that will give them three meals a day and a place to sleep at night, a good number still spend the bulk of each day \underline{\quad 13\quad} the street. Part of the problem is that many homeless adults are addicted to alcohol or drugs. And a significant number of the homeless have serious mental disorders. Many others, \underline{\quad 14\quad} not addicted or mentally ill, simply lack the everyday \underline{\quad 15\quad} skills need to turn their lives \underline{\quad 16\quad}. \emph{Boston Globe} reporter Chris Reidy notes that the situation will improve only when there are \underline{\quad 17\quad} programs that address the many needs of the homeless. \underline{\quad 18\quad} Edward Blotkowski, director of community service at Bentley College in Massachusetts, \underline{\quad 19\quad} it, ``There has to be \underline{\quad 20\quad} of programs. What we need is a package deal.'' 10 | 11 | \vspace{6pt} 12 | 13 | 01. \choice{ Indeed }{ Likewise }{ Therefore }{ Furthermore} 14 | 02. \choice{ stand }{ cope }{ approve }{ retain} 15 | 03. \choice{ in }{ for }{ with }{ toward} 16 | 04. \choice{ raise }{ add }{ take }{ keep} 17 | 05. \choice{ Generally }{ Almost }{ Hardly }{ Not} 18 | 06. \choice{ cover }{ change }{ range }{ differ} 19 | 07. \choice{ Now that }{ Although }{ Provided }{ Except that} 20 | 08. \choice{ inflating }{ expanding }{ increasing }{ extending} 21 | 09. \choice{ predicts }{ displays }{ proves }{ discovers} 22 | 10. \choice{ assist }{ track }{ sustain }{ dismiss} 23 | 11. \choice{ Hence }{ But }{ Even }{ Only} 24 | 12. \choice{ lodging }{ shelter }{ dwelling }{ house} 25 | 13. \choice{ searching }{ strolling }{ crowding }{ wandering} 26 | 14. \choice{ when }{ once }{ while }{ whereas} 27 | 15. \choice{ life }{ existence }{ survival }{ maintenance} 28 | 16. \choice{ around }{ over }{ on }{ up} 29 | 17. \choice{ complex }{ comprehensive }{ complementary }{ compensating} 30 | 18. \choice{ So }{ Since }{ As }{ Thus} 31 | 19. \choice{ puts }{ interprets }{ assumes }{ makes} 32 | 20. \choice{ supervision }{ manipulation }{ regulation }{ coordination} -------------------------------------------------------------------------------- /english/2006/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \qquad Is it true that the American intellectual is rejected and considered of no account in his society? I am going to suggest that it is not true. Father Bruckberger told part of the story when he observed that it is the intellectuals who have rejected America. But they have done more than that. They have grown dissatisfied with the role of intellectual. It is they, not America, who have become anti-intellectual. 6 | 7 | \qquad First, the object of our study pleads for definition. What is an intellectual? \ul{(46) I shall define him as an individual who has elected as his primary duty and pleasure in life the activity of thinking in a Socratic way about moral problems.} He explores such problems consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained. \ul{(47) His function is analogous to that of a judge, who must accept the obligation of revealing in as obvious a manner as possible the course of reasoning which led him to his decision.} 8 | 9 | \qquad This definition excludes many individuals usually referred to as intellectuals -- the average scientist, for one. \ul{(48) I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems.} Like other human beings, he encounters moral issues even in the everyday performance of his routine duties -- he is not supposed to cook his experiments, manufacture evidence, or doctor his reports. \ul{(49) But his primary task is not to think about the moral code which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business.} During most of his waking life he will take his code for granted, as the businessman takes his ethics. 10 | 11 | \qquad The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living. \ul{(50) They may teach very well and more than earn their salaries, but most of them make little or no independent reflections on human problems which involve moral judgment.} This description even fits the majority of eminent scholars. Being learned in some branch of human knowledge is one thing, living in ``public and illustrious thoughts,'' as Emerson would say, is something else. -------------------------------------------------------------------------------- /english/2006/8.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2006/8.png -------------------------------------------------------------------------------- /english/2006/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \section{Writing} 6 | \textbf{Part A} 7 | 8 | \textbf{51. Directions:} 9 | 10 | \qquad You want to contribute to Project Hope by offering financial aid to a child in a remote area. Write a letter to the department concerned, asking them to help find a candidate. You should specify what kind of child you want to help and how you will carry out your plan. 11 | 12 | \qquad Write your letter in no less than 100 words. Write it neatly on ANSWER SHEET 2. 13 | 14 | \qquad Do not sign your own name at the end of the letter; use “Li Ming” instead. 15 | 16 | \qquad Do not write the address. (10 points) 17 | 18 | \vspace{10pt} 19 | 20 | \textbf{Part B} 21 | 22 | \textbf{52. Directions:} 23 | 24 | \qquad Study the following photos carefully and write an essay in which you should 25 | 26 | \qquad 1. describe the photos briefly, 27 | 28 | \qquad 2. interpret the social phenomenon reflected by them, and 29 | 30 | \qquad 3. give your point of view. 31 | 32 | \qquad You should write 160-200 words neatly on ANSWER SHEET 2. (20 points) 33 | 34 | \begin{center}\includegraphics[height=7cm]{8.png}\end{center} -------------------------------------------------------------------------------- /english/2006/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 ABDAD \quad 06-10 CBCAA \quad 11-15 CBDCC \quad 16-20 ABCAD -------------------------------------------------------------------------------- /english/2006/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 CACDB \quad Text 2 ABCDD \quad Text 3 CACDB \quad Text 4 DBDBA 2 | -------------------------------------------------------------------------------- /english/2006/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 C A B F D -------------------------------------------------------------------------------- /english/2006/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 我将他定义为一个对道德问题进行苏格拉底式思考并将此作为自己人生首要责任和快乐的人。 2 | 3 | 47. 他的职责与法官相似，必须承担这样的责任：用尽可能明了的方式来展示自己做出决定的推理过程。 4 | 5 | 48. 我之所以将他（普通科学家）排除在外，是因为尽管他的成果可能会有助于解决道德问题，但他承担的任务只不过是研究这些问题的事实方面。 6 | 7 | 49. 但是，他的首要任务并不是考虑支配自己行动的道德规范，就如同不能指望商人专注于探索行业规范一样。 8 | 9 | 50. 他们可以教得很好，而且不仅仅是为了挣薪水，但他们大多数人却很少或没有对需要进行道德判断的、人的问题进行独立思考。 -------------------------------------------------------------------------------- /english/2006/a5.tex: -------------------------------------------------------------------------------- 1 | Dear Sir or Madam, 2 | 3 | I am writing to ask whether you can recommend a child as the recipient of my financial assistance. 4 | 5 | To be specific, I hope to help a dropout girl from a remote and poor area in West China. I will take care of her tuition until she finishes college and additionally provide her with 200- yuan living expenses each month. 6 | 7 | I hope you could help me to realize my wish to contribute to educational development in remote areas. Please contact me when you find a proper candidate. It would be very helpful if you could send me her photo and personal information. I appreciate your valuable attention and hope to hear from you soon. 8 | 9 | \begin{flushright}Yours sincerely, 10 | 11 | Li Ming\end{flushright} 12 | 13 | As is shown in the two photos, one man has written "Beckham" on his face and the other is squandering RMB 300 on Beckham's hairstyle. How mad their behaviors are! 14 | 15 | The photos have revealed a current social phenomenon that some young people are crazily following superstars. These over-ardent admirers devote almost all the time and energy to the pursuit of stars. Rationally speaking, their admiration is superficial and short-sighted because their attention is mainly concentrated on the physical appearance rather than the soul force of the stars. Few of the youngsters can realize the achievements the superstars have attained are from their diligence and perseverance. 16 | 17 | In my opinion, though the appreciation of idols itself gives little cause for criticism, the young should admire and immitate their idols in a proper way. It is not worthwhile for the young people to hurt themselves or spend extravagantly for the purpose of imitating idols. Idol worship is not necessarily bad and real heroes can inspire the young generation to bravely pursue better life and brighter future. To have a good result, the society should encourage the young people to focus their attention on good qualities which help the stars succeed and the young people themselves should learn hwo to work hard to earn their own honor like their idols. -------------------------------------------------------------------------------- /english/2006/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2006/answer.pdf -------------------------------------------------------------------------------- /english/2006/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2006 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2006/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-07 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2006/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2006/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2006/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | In the following article, some sentences have been removed. For Questions 41-45, choose the most duitable one from the list A-G to fit into each of numbered gaps. There are two extra choices, which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2006/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-07 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2006/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2006/whole.pdf -------------------------------------------------------------------------------- /english/2006/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-07 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2006 Graduate English Exam} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2007/1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million \underline{\quad 1\quad} of these nations looked \underline{\quad 2\quad} to the future. Born in the crisis of the old regime and Iberian colonialism, many of the leaders of independence \underline{\quad 3\quad} the ideas of representative government, careers \underline{\quad 4\quad} to talent, freedom of commerce and trade, the \underline{\quad 5\quad} to private property, and a belief in the individual as the basis of society. \underline{\quad 6\quad} there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a \underline{\quad 7\quad} set of laws. 6 | 7 | \qquad On the issue of \underline{\quad 8\quad} of religion and the position of the Church, \underline{\quad 9\quad} , there was less agreement \underline{\quad 10\quad} the leadership. Roman Catholicism had been the state religion and the only one \underline{\quad 11\quad} by the Spanish Crown, \underline{\quad 12\quad} most leaders sought to maintain Catholicism \underline{\quad 13\quad} the official religion of the new states, some sought to end the \underline{\quad 14\quad} of other faiths. The defense of the Church became a rallying \underline{\quad 15\quad} for the conservative forces. 8 | 9 | \qquad The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had \underline{\quad 16\quad} in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain's \underline{\quad 17\quad} colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much \underline{\quad 18\quad} because the new nations still needed the revenue such policies \underline{\quad 19\quad}. Egalitarian sentiments were often tempered by fears that the mass of the population was \underline{\quad 20\quad} self-rule and democracy. 10 | 11 | \vspace{6pt} 12 | 13 | 01. \choice{ natives }{ inhabitants }{ peoples}{ individuals} 14 | 02. \choice{ confusedly }{ cheerfully }{ worriedly}{ hopefully} 15 | 03. \choice{ shared }{ forgot }{ attained}{ rejected} 16 | 04. \choice{ related }{ close }{ open}{ devoted} 17 | 05. \choice{ access }{ succession }{ right}{ return} 18 | 06. \choice{ Presumably }{ Incidentally }{ Obviously}{ Generally} 19 | 07. \choice{ unique }{ common }{ particular}{ typical} 20 | 08. \choice{ freedom }{ origin }{ impact}{ reform} 21 | 09. \choice{ therefore }{ however }{ indeed}{ moreover} 22 | 10. \choice{ with }{ about }{ among}{ by} 23 | 11. \choice{ allowed }{ preached }{ granted}{ funded} 24 | 12. \choice{ Since }{ If }{ Unless}{ While} 25 | 13. \choice{ as }{ for }{ under}{ against} 26 | 14. \choice{ spread }{ interference }{ exclusion}{ influence} 27 | 15. \choice{ support }{ cry }{ plea}{ wish} 28 | 16. \choice{ urged }{ intended }{ expected}{ promised} 29 | 17. \choice{ controlling }{ former }{ remaining}{ original} 30 | 18. \choice{ slower }{ faster }{ easier}{ tougher} 31 | 19. \choice{ created }{ produced }{ contributed}{ preferred} 32 | 20. \choice{ puzzled by }{ hostile to }{ pessimistic about}{ unprepared for} -------------------------------------------------------------------------------- /english/2007/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad 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. \ul{(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. 6 | 7 | \qquad 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. \ul{(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. 8 | 9 | \qquad \ul{(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. \ul{(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.} 10 | 11 | \qquad 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. \ul{(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. -------------------------------------------------------------------------------- /english/2007/8.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2007/8.png -------------------------------------------------------------------------------- /english/2007/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{51. Directions:} 10 | 11 | \qquad Write a letter to you university library, making suggestions for improving its service. 12 | 13 | \qquad You should write about 100 words on ANSWER SHEET 2. 14 | 15 | \qquad Do not sign your own name at the end of the letter. Use ``Li Ming'' instead. 16 | 17 | \qquad Do not write the address. (10 points) 18 | 19 | \vspace{10pt} 20 | 21 | \textbf{Part B} 22 | 23 | \textbf{52. Directions:} 24 | 25 | \qquad Write an essay of 160-200 words based on the following drawing. In your essay, you should 26 | 27 | \qquad 1) describe the drawing briefly, 28 | 29 | \qquad 2) explain its intended meaning, and then 30 | 31 | \qquad 3) support your view with an example/examples. 32 | 33 | \qquad You should write neatly on ANSWER SHEET 2. (20 points) 34 | 35 | \begin{center}\includegraphics[height=7cm]{8.png}\end{center} -------------------------------------------------------------------------------- /english/2007/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 BDACC \quad 06-10 DBABC \quad 11-15 ADACB \quad 16-20 DCABD 2 | -------------------------------------------------------------------------------- /english/2007/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 CBADC \quad Text 2 DCAAB \quad Text 3 CBDCB \quad Text 4 DABAD 2 | -------------------------------------------------------------------------------- /english/2007/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 F D B C E -------------------------------------------------------------------------------- /english/2007/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 长久以来，法律知识在这类学校里一直被视为律师们所专看的，而不是一个受教育者的知识素养的必要组成部分。 2 | 3 | 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时的做法是相同的。 4 | 5 | 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。 6 | 7 | 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胜任政治新闻的报道工作。 8 | 9 | 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。 -------------------------------------------------------------------------------- /english/2007/a5.tex: -------------------------------------------------------------------------------- 1 | Dear Sir or Madam, 2 | 3 | As a freshman in our university. I do appreciate the valuable service provided in the library where I spend most of my spare time absorbing knowledge. To help improve the service, I would like to put forward some practical suggestions. 4 | 5 | Firstly, there is an urgent need for more powerful computers which can greatly facilitate our information search and learning process. Secondly, it would be considerate if the library could purchase more recently published books, since the outdated materials are of little value to students' study and research. Lastly, as we'd like to borrow books on Saturdays as well, I wish the opening time could be adjusted. 6 | 7 | I will be more than happy to see improvements in these regards. 8 | 9 | \begin{flushright}Yours sincerely, 10 | 11 | Li Ming\end{flushright} 12 | 13 | A football match has reached its climax before a critical penalty kick. The football is waiting for a powerful and accurate kick from the attacker while the goalkeeper, watching it closely, has prepared himself to defend the goal. Suddenly, confidence-destroying images emerge. In the imagination of the attacker, the goalkeeper grows into a giant and shooting in seems unachievable. Meanwhile, the defender thinks poorly of himself and despairs of keeping good guard. 14 | 15 | Seemingly, the message of this picture is that people will underestimate their abilities and magnify difficulties when confronted with challenges. Actually, this picture is aimed to warn us that people with tremendous potential usually bury their success chances under stones of self-doubt, which shatters their willpower and hope. To awake one's dormant spirit and seek a huge success, unshakable self-confidence is indispensable. 16 | 17 | Numerous examples can demonstrate the power of self-confidence. For instance, despite the fierce competition, students believing in themselves often excel in the postgraduate entrance exam. Another example is about Deng Yaping, an internationally famous athlete, whose short figure doesn't stop her from becoming a legend in the table tennis field. Her perserverance and strong will have enabled her to win not only 18 major world champions but also respect from all over the world. -------------------------------------------------------------------------------- /english/2007/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2007/answer.pdf -------------------------------------------------------------------------------- /english/2007/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2007 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2007/choice.tex: -------------------------------------------------------------------------------- 1 | \usepackage{ifthen} 2 | \usepackage{calc} 3 | \setlength\parindent{0pt} 4 | 5 | %usage \choice{ }{ }{ }{ } 6 | %(A)(B)(C)(D) 7 | \newcommand{\fourch}[4]{ 8 | %\par 9 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 10 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 11 | \end{tabular} 12 | } 13 | 14 | %(A)(B) 15 | %(C)(D) 16 | \newcommand{\twoch}[4]{ 17 | %\par 18 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 19 | [A] ~#1 & [B] ~#2 20 | \end{tabular} 21 | \par 22 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 23 | [C] ~#3 & [D] ~#4 24 | \end{tabular} 25 | } 26 | 27 | %(A) 28 | %(B) 29 | %(C) 30 | %(D) 31 | \newcommand{\onech}[4]{ 32 | %\par 33 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 34 | } 35 | 36 | \newlength\widthcha 37 | \newlength\widthchb 38 | \newlength\widthchc 39 | \newlength\widthchd 40 | \newlength\widthch 41 | \newlength\tabmaxwidth 42 | 43 | \setlength\tabmaxwidth{0.96\textwidth} 44 | \newlength\fourthtabwidth 45 | \setlength\fourthtabwidth{0.24\textwidth} 46 | \newlength\halftabwidth 47 | \setlength\halftabwidth{0.48\textwidth} 48 | 49 | \newcommand{\choice}[4]{ 50 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 51 | \settowidth\widthchb{BM.#2} 52 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 53 | \settowidth\widthchb{CM.#3} 54 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 55 | \settowidth\widthchb{DM.#4} 56 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 57 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 58 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 59 | {\onech{#1}{#2}{#3}{#4}}} 60 | } -------------------------------------------------------------------------------- /english/2007/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2007/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2007/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | 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 the 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2007/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2007/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2007/whole.pdf -------------------------------------------------------------------------------- /english/2007/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} 22 | 23 | \pagestyle{myheadings} 24 | \markboth{PythonShell's Work}{2007 Graduate English Exam} 25 | 26 | \usepackage{times} 27 | \begin{document} 28 | \input{di-1.tex} 29 | \input{1} 30 | \clearpage 31 | \input{di-2} 32 | \input{2} 33 | \include{3} 34 | \include{4} 35 | \include{5} 36 | \clearpage 37 | \input{di-3} 38 | \input{6} 39 | \clearpage 40 | \input{di-4} 41 | \input{7} 42 | \include{8} 43 | \end{document} 44 | -------------------------------------------------------------------------------- /english/2008/1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad The idea that some groups of people may be more intelligent than others is one of those hypotheses that dare not speak its name. But Gregory Cochran is \underline{\quad 1\quad} to say it anyway. He is that \underline{\quad 2\quad} bird, a scientist who works independently \underline{\quad 3\quad} any institution. He helped popularize the idea that some diseases not \underline{\quad 4\quad} thought to have a bacterial cause were actually infections, which aroused much controversy when it was first suggested. 6 | 7 | \qquad \underline{\quad 5\quad} he, however, might tremble at the \underline{\quad 6\quad} of what he is about to do. Together with another two scientists, he is publishing a paper which not only \underline{\quad 7\quad} that one group of humanity is more intelligent than the others, but explains the process that has brought this about. The group in \underline{\quad 8\quad} are a particular people originated from central Europe. The process is natural selection. 8 | 9 | \qquad This group generally do well in IQ test, \underline{\quad 9\quad} 12-15 points above the \underline{\quad 10\quad} value of 100, and have contributed \underline{\quad 11\quad} to the intellectual and cultural life of the West, as the \underline{\quad 12\quad} of their elites, including several world-renowned scientists, \underline{\quad 13\quad} they also suffer more often than most people from a number of nasty genetic diseases, such as breast cancer. These facts, \underline{\quad 14\quad} ave previously been thought unrelated. The former has been \underline{\quad 15\quad} social effects, such as a strong tradition of \underline{\quad 16\quad} education. The latter was seen as a (an) \underline{\quad 17\quad} of genetic isolation. Dr. Cochran suggests that the intelligence and diseases are intimately \underline{\quad 18\quad}. His argument is that the unusual history of these people has \underline{\quad 19\quad} them to unique evolutionary pressures that have resulted in this \underline{\quad 20\quad} state of affairs. 10 | 11 | \vspace{6pt} 12 | 13 | 01. \choice{ selected}{ prepared}{ obliged}{ pleased} 14 | 02. \choice{ unique}{ particular}{ special}{ rare} 15 | 03. \choice{ of}{ with}{ in}{ against} 16 | 04. \choice{ subsequently}{ presently}{ previously}{ lately} 17 | 05. \choice{ Only}{ So}{ Even}{ Hence} 18 | 06. \choice{ thought}{ sight}{ cost}{ risk} 19 | 07. \choice{ advises}{ suggests}{ protests}{ objects} 20 | 08. \choice{ progress}{ fact}{ need}{ question} 21 | 09. \choice{ attaining}{ scoring}{ reaching}{ calculating} 22 | 10. \choice{ normal}{ common}{ mean}{ total} 23 | 11. \choice{ unconsciously}{ disproportionately}{ indefinitely}{ unaccountably} 24 | 12. \choice{ missions}{ fortunes}{ interests}{ careers} 25 | 13. \choice{ affirm}{ witness}{ observe}{ approve} 26 | 14. \choice{ moreover}{ therefore}{ however}{ meanwhile} 27 | 15. \choice{ given up}{ got over}{ carried on}{ put down} 28 | 16. \choice{ assessing}{ supervising}{ administering}{ valuing} 29 | 17. \choice{ development}{ origin}{ consequence}{ instrument} 30 | 18. \choice{ linked}{ integrated}{ woven}{ combined} 31 | 19. \choice{ limited}{ subjected}{ converted}{ directed} 32 | 20. \choice{ paradoxical}{ incompatible}{ inevitable}{ continuous} -------------------------------------------------------------------------------- /english/2008/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad In his autobiography, Darwin himself speaks of his intellectual powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but \ul{(46) he believes that this very difficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observations.} He disclaimed the possession of any great quickness of apprehension or wit, such as distinguished Huxley. \ul{(47) He asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certain that he never could have succeeded with mathematics.} His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could remember for more than a few days a single date or a line of poetry. \ul{(48) On the other hand, he did not accept as well founded the charge made by some of his critics that, while he was a good observer, he had no power of reasoning.} This, he thought, could not be true, because the ``Origin of Species'' is one long argument from the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possessing some power of reasoning. He was willing to assert that ``I have a fair share of invention, and of common sense or judgment, such as every fairly successful lawyer or doctor must have, but not, I believe, in any higher degree.'' \ul{(49) He adds humbly that perhaps he was ``superior to the common run of men in noticing things which easily escape attention, and in observing them carefully.''} 6 | 7 | \qquad Writing in the last year of his life, he expressed the opinion that in two or three respects his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many kinds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said: ``Now for many years I cannot endure to read a line of poetry. I have also almost lost my taste for pictures or music.'' \ul{(50) Darwin was convinced that the loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character.} -------------------------------------------------------------------------------- /english/2008/8.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2008/8.png -------------------------------------------------------------------------------- /english/2008/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{51. Directions:} 10 | 11 | \qquad You have just come back from Canada and found a music CD in your luggage that you forgot to return to Bob, your landlord there. Write him a letter to 12 | 13 | \qquad 1) make an apology, and 14 | 15 | \qquad 2) suggest a solution. 16 | 17 | \qquad You should write about 100 words on ANSWER SHEET 2. 18 | 19 | \qquad Do not sign your own name at the end of the letter. Use ``Li Ming'' instead. 20 | 21 | \qquad Do not write the address. (10 points) 22 | 23 | \vspace{10pt} 24 | 25 | \textbf{Part B} 26 | 27 | \textbf{52. Directions:} 28 | 29 | \qquad Write an essay of 160-200 words based on the following drawing. In your essay, you should 30 | 31 | \qquad 1) describe the drawing briefly, 32 | 33 | \qquad 2) explain its intended meaning, and then 34 | 35 | \qquad 3) give your comments. 36 | 37 | \qquad You should write neatly on ANSWER SHEET 2. (20 points) 38 | 39 | \begin{center}\includegraphics[height=7cm]{8.png}\end{center} -------------------------------------------------------------------------------- /english/2008/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 BDACC \quad 06-10 ABDBC \quad 11-15 BDACD \quad 16-20 DCABA 2 | -------------------------------------------------------------------------------- /english/2008/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 ADCBD \quad Text 2 DCAAB \quad Text 3 ACBDC \quad Text 4 DBCAB 2 | -------------------------------------------------------------------------------- /english/2008/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 D G A C E -------------------------------------------------------------------------------- /english/2008/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 他认为或许正因为（语言表达上的）这种困难，他不得不对自己要说的每句话都经过长时间的认真思考，从而能发现自己在推理和观察中的错误，结果这反而成了他的优点。 2 | 3 | 47. 他坚持认为自己进行长时间纯抽象思维的能力十分有限，由此他也认定自己在数学方面根本不可能有大的作为。 4 | 5 | 48. 另一方面，某些人批评他虽然善于观察，却不具备推理能力，而他认为这种说法也是缺乏根据的。 6 | 7 | 49. 他又自谦地说，或许自己“在注意到容易被忽略的事物，并对其加以仔细观察方面优于常人”。 8 | 9 | 50. 达尔文确信，没有了这些爱好不只是少了乐趣，而且可能会有有损于一个人的思维能力，更有可能导致一个人道德品质的下降。 -------------------------------------------------------------------------------- /english/2008/a5.tex: -------------------------------------------------------------------------------- 1 | Dear Bob, 2 | 3 | As I was unpacking the luggage after my return from Canada, I came across the music CD borrowed from you there last week. It dawned on me that I had forgotten to return the CD. I feel terribly sorry. I was so busy perparing for my leave that it must have slipped my mind. 4 | 5 | To make up for my carelessness, I have mailed the CD through EMS, along with a book written by your favorite Chinese writer, Lu Xun. They will reach you in about one week. Again, I would like to apologize for any inconvenience it may have caused you. 6 | 7 | \begin{flushright}Yours sincerely, 8 | 9 | Li Ming\end{flushright} 10 | 11 | Do you regard it as a tale from \emph{The Thousand and One Nights} if I say that two single-legged men stride forward without crutches they have to rely on? The above drawing depicts this touching miracle. With the support of each other, they abandon their walking sticks and, just as the caption at the bottom states, are going to travel extensively from north to south together with their combined legs. 12 | 13 | The picture shows: even disabled people can make up a capable team. It can be vividly illustrated by the beautiful dance Kwan-yin of 1,000 Hands performed by 20 disabled girls during the CCTV Spring Festival Gala. With the perfect cooperation, these deaf mute girls change disadvantages into advantages, the impossible into possible. 14 | 15 | Cooperation is an essential element of success. Without cooperation, a person cannot accomplish much in the increasing inter-dependent society we now live in. It is cooperation based on the complementary advantages that contributes to the ultimate success. Also, the spirit of cooperation should be embraced by every nation in the world. China, for instance, has been actively participating in the cooperation with other countries in various fields in order to achieve the goal of win-win and common development. -------------------------------------------------------------------------------- /english/2008/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2008/answer.pdf -------------------------------------------------------------------------------- /english/2008/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2008 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2008/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2008/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2008/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2008/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | The following text, some segments have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2008/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2008/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2008/whole.pdf -------------------------------------------------------------------------------- /english/2008/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2008 Graduate English Exam} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2009/3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \begin{center}\textbf{Text 2}\end{center} 6 | 7 | \qquad It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he's the kid's dad. All he needs to do is shell our \$30 for paternity testing kit (PTK) at his local drugstore – and another \$120 to get the results. 8 | 9 | \qquad More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public, ranging in price from a few hundred dollars to more than \$2500. 10 | 11 | \qquad Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption. DNA testing is also the latest rage among passionate genealogists-and supports businesses that offer to search for a family's geographic roots. 12 | 13 | \qquad Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA. 14 | 15 | \qquad But some observers are skeptical, ``There is a kind of false precision being hawked by people claiming they are doing ancestry testing,'' says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents. 16 | 17 | \qquad Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may have alot of data from some regions and not others, so a person's test results may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation. 18 | 19 | \vspace{6pt} 20 | 21 | 26. In paragraphs 1 and 2 , the text shows PTK's\par 22 | \choice{ easy availability}{ flexibility in pricing}{ successful promotion}{ popularity with households} 23 | 24 | 27. PTK is used to\par 25 | \choice{locate one's birth place}{ promote genetic research}{ identify parent-child kinship}{ choose children for adoption} 26 | 27 | 28. Skeptical observers believe that ancestry testing fails to\par 28 | \choice{trace distant ancestors }{ rebuild reliable bloodlines}{ fully use genetic information}{ achieve the claimed accuracy} 29 | 30 | 29. In the last paragraph, a problem commercial genetic testing faces is\par 31 | \choice{disorganized data collection }{ overlapping database building}{ excessive sample comparison}{ lack of patent evaluation} 32 | 33 | 30. An appropriate title for the text is most likely to be\par 34 | \choice{Fors and Againsts of DNA testing}{ DNA testing and It's problems}{DNA testing outside the lab}{ lies behind DNA testing } -------------------------------------------------------------------------------- /english/2009/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. \ul{(46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive.} Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. \ul{(47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution.} Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output. 6 | 7 | \qquad But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. \ul{(48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults.} The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. \ul{(49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability.} If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young. 8 | 9 | \qquad \ul{(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling.} In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group. -------------------------------------------------------------------------------- /english/2009/8.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2009/8.jpg -------------------------------------------------------------------------------- /english/2009/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | \textbf{Part A} 7 | 8 | \textbf{51. Directions:} 9 | 10 | \qquad Restrictions on the use of plastic bags have not been so successful in some regions. ``White pollution'' is still going on. Write a letter to the editor(s) of your local newspaper to 11 | 12 | \qquad 1) give your opinions briefly and 13 | 14 | \qquad 2) make two or three suggestions 15 | 16 | \qquad You should write about 100 words. Do not sign your own name at the end of the letter. Use ``Li Ming'' instead. You do not need to write the address. 17 | 18 | \vspace{10pt} 19 | 20 | \textbf{Part B} 21 | 22 | \textbf{52. Directions:} 23 | 24 | \qquad In your essay, you should 25 | 26 | \qquad 1) describe the drawing briefly, 27 | 28 | \qquad 2) explain its intended meaning, and then 29 | 30 | \qquad 3) give your comments. 31 | 32 | \qquad You should write neatly on ANSHWER SHEET 2. (20 points) 33 | 34 | \begin{center}\includegraphics[height=7cm]{8.jpg}\end{center} -------------------------------------------------------------------------------- /english/2009/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 BADBC \quad 06-10 ADCBD \quad 11-15 DBCDA \quad 16-20 CBAAC 2 | -------------------------------------------------------------------------------- /english/2009/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 CDADA \quad Text 2 ACDAB \quad Text 3 DBBCC \quad Text 4 BBDAC 2 | -------------------------------------------------------------------------------- /english/2009/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 C E A B G -------------------------------------------------------------------------------- /english/2009/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 虽然我们可以说衡量任何一个社会机构价值的标准是其在丰富和完善人生（经验）方面所起的作用，但这种作用并不是我们最初的动机的组成部分。 2 | 3 | 47. 人们总是逐渐地才注意到机构的这一副产品，而人们把这种作用视作机构运作的指导性因素的过程则更为缓慢。 4 | 5 | 48. 虽然在与年轻人的接触中我们容易忽视自己的行为对他们的性情所产生的影响，然而在与成年人打交道时这种情况就不那么容易发生。 6 | 7 | 49. 由于我们对年轻人所做的首要工作在于使他们能够在生活中彼此相容，因此我们不禁要考虑自己是否在形成让他们获得这种能力的力量。 8 | 9 | 50. 这就使得我们得以在一直讨论的广义的教育过程中进一步区分出一种更为正式的教育形式，即直接讲授或学校教育。 -------------------------------------------------------------------------------- /english/2009/a5.tex: -------------------------------------------------------------------------------- 1 | Dear editor, 2 | 3 | As a faithful reader, I always appreciate your active reporting of the social problems. I hope you would also pay attention to the abuse of plastic bags unchanged in some regions. 4 | 5 | Environmentally speaking, the usage of plastic bags should be reduced. To achieve it, the government should further strengthen the control of the production and circulations. Shops can offer small gifts or discounts to customers who boycott plastic bags. Designers can beautify cloth bags to attract users from plastic bags. 6 | 7 | Since my own voice is too weak to be heard, I hope you could call on the public to fullfil the restrictions on plastic bags. 8 | 9 | \begin{flushright}Yours sincerely, 10 | 11 | Li Ming\end{flushright} 12 | 13 | An enormous net, which symbolizes the Internet, has connected together everyone---young and old, men and women. People from every corner of the world are keeping in touch with each other just by pressing the keyboard or the mouse. With its convenience and efficiency, the Internet is narrowing the distance between people in terms of spaces. 14 | 15 | However the picture also shows: while people enjoy surfing online, walls of barrier emerge unnoticed and restrict each one of people to a narrow space. As the time spent on the Internet is on the rise, face to face communication has experienced a rapid drop. The reduction of contact in reality may result in feelings of loneliness and isolation, which will destroy interpersonal relationships. It can be illustrated by the exanple of a young couple. They lived happily until the third year of their marriage when both of them became addicted to the Internet. They, squandering time on surfing the Internet each with a computer in different rooms, gradually lost the desire to talk with each other and eventually divorced. 16 | 17 | This tragic story reminds us that we shouldn't over relyon the Internet to communicate. After all, the virtual net world cannot be a substitute for te real world. Therefore, we must make use of the Internet judiciously and interact with others actively in social activities. -------------------------------------------------------------------------------- /english/2009/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2009/answer.pdf -------------------------------------------------------------------------------- /english/2009/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2009 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2009/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2009/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2009/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2009/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | The following text, some segments have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2009/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2009/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2009/whole.pdf -------------------------------------------------------------------------------- /english/2009/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2009 Graduate English Test} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2010/1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad In 1924 America's National Research Council sent two engineers to supervise a series of experiments at a large telephone-parts factory called the Hawthorne Plant near Chicago. It hoped they would learn how stop-floor lignting \underline{\quad 1\quad} workers' productivity. Instead, the studies ended \underline{\quad 2\quad} giving their name to the ``Hawthorne effect'', the extremely influential idea that the very \underline{\quad 3\quad} to being experimented upon changed subjects' behavior. 6 | 7 | \qquad The idea arose because of the \underline{\quad 4\quad} behavior of the women in the plant. According to \underline{\quad 5\quad} of the experiments, their hourly output rose when lighting was increased, but also when it was dimmed. It did not \underline{\quad 6\quad} what was done in the experiment; \underline{\quad 7\quad} something was changed, productivity rose. A(n) \underline{\quad 8\quad} that they were being experimented upon seemed to be \underline{\quad 9\quad} to alter workers' behavior \underline{\quad 10\quad} itself. 8 | 9 | \qquad After several decades, the same data were \underline{\quad 11\quad} to econometric analysis. The Hawthorne experiments has another surprise in store. \underline{\quad 12\quad} the descriptions on record, no systematic \underline{\quad 13\quad} was found that levels of productivity were related to changes in lighting. 10 | 11 | \qquad It turns out that the peculiar way of conducting the experiments may have let to \underline{\quad 14\quad} interpretation of what happed. \underline{\quad 15\quad}, lighting was always changed on a Sunday. When work started again on Monday, output \underline{\quad 16\quad} rose compared with the previous Saturday and \underline{\quad 17\quad} to rise for the next couple of days. \underline{\quad 18\quad}, a comparison with data for weeks when there was no experimentation showed that output always went up on Monday, workers \underline{\quad 19\quad} to be diligent for the first few days of the week in any case, before \underline{\quad 20\quad} a plateau and then slackening off. This suggests that the alleged ``Hawthorne effect'' is hard to pin down. 12 | 13 | \vspace{6pt} 14 | 15 | 01. \choice{ affected }{ achieved }{ extracted }{ restored} 16 | 02. \choice{ at }{ up}{ with }{ off} 17 | 03. \choice{ truth }{ sight }{ act }{ proof} 18 | 04. \choice{ controversial }{ perplexing }{ mischievous }{ ambiguous} 19 | 05. \choice{ requirements }{ explanations }{ accounts }{ assessments} 20 | 06. \choice{ conclude }{ matter}{ indicate }{ work} 21 | 07. \choice{ as far as }{ for fear that }{ in case that }{ so long as} 22 | 08. \choice{ awareness}{ expectation }{ sentiment }{ illusion} 23 | 09. \choice{ suitable}{ excessive }{ enough }{ abundant} 24 | 10. \choice{ about }{ for}{ on }{ by} 25 | 11. \choice{ compared }{ shown }{ subjected }{ conveyed} 26 | 12. \choice{ Contrary to }{ Consistent with }{ Parallel with }{ Pealliar to} 27 | 13. \choice{ evidence }{ guidance }{ implication }{ source} 28 | 14. \choice{ disputable }{ enlightening }{ reliable }{ misleading} 29 | 15. \choice{ In contrast }{ For example }{ In consequence }{ As usual} 30 | 16. \choice{ duly }{ accidentally }{ unpredictably }{ suddenly} 31 | 17. \choice{ failed }{ ceased }{ started }{ continued} 32 | 18. \choice{ Therefore }{ Furthermore }{ However }{ Meanwhile} 33 | 19. \choice{ attempted }{ tended }{ chose }{ intenced} 34 | 20. \choice{ breaking }{ climbing }{ surpassing }{ hiting} -------------------------------------------------------------------------------- /english/2010/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Yet these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance. 6 | 7 | \qquad When one of these non-economic categories is threatened and, if we happen to love it. We invert excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing. \ul{(46) Scientists jumped to the rescue with some distinctly shaky evidence to the effect that insects would eat us up if birds failed to control them.} The evidence had to be economic in order to be valid. 8 | 9 | \qquad It is painful to read these round about accounts today. We have no land ethic yet, \ul{(47) but we have at least drawn near the point of admitting that birds should continue as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us.} 10 | 11 | \qquad A parallel situation exists in respect of predatory mammals and fish-eating birds. \ul{(48) Time was when biologists somewhat overworked the evidence that these creatures preserve the health of game by killing the physically weak, or that they prey only on ``worthless'' species.} Here again, the evidence had to be economic in order to be vaild. It is only in recent years that we hear the more honest argument that predators are members of the community, and that no special interest has the right to exterminate them for the sake of benifit, real or fancied, to itself. 12 | 13 | \qquad Some species of tree have been ``read out of the party'' by economics-minded foresters because they grow too slowly, or have too low a sale vale to pay as timber crops. \ul{(49) In Europe, where forestry is ecologically more advanced, the non-commercial tree species are recognized as members of the native forest community, to be preserved as such, within reason.} Moreover some have been found to have a variable function in building up soil fertility. The interdependence of the forest and its constituent tree species, groud flora, and fauna is taken for granted. 14 | 15 | \qquad To sum up: a system of conservation based solely on economic self-interest is hopelessly lopsided. \ul{(50) It tends to ignore, and thus eventually to eliminate, many elements in the land community that lack commercial value, but that are essential to its healthy functioning.} It assumes, falsely, I think, that the economic parts of the biotic clock will function without the uneconomic parts. -------------------------------------------------------------------------------- /english/2010/8.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2010/8.jpg -------------------------------------------------------------------------------- /english/2010/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | \textbf{Part A} 7 | 8 | \textbf{51. Directions:} 9 | 10 | \qquad You are supposed to write for the Postgraduates' Association a notice to recruit volunteers for an international conference on globalization. The notice should include the basic qualification of applicant and the other information you think is relative. 11 | 12 | \qquad You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use ``Postgraduates' Association'' instead. (10 points) 13 | 14 | \vspace{10pt} 15 | 16 | \textbf{Part B} 17 | 18 | \textbf{52. Directions:} 19 | 20 | \qquad Write an essay of 160-200 words based on the following drawing. In your essay, you should 21 | 22 | \qquad 1) describe the drawing briefly, 23 | 24 | \qquad 2) explain its intended meaning, and then 25 | 26 | \qquad 3) give your comments. 27 | 28 | \qquad You should write neatly on ANSHWER SHEET 2. (20 points) 29 | 30 | \begin{center}\includegraphics[height=7cm]{8.jpg}\end{center} -------------------------------------------------------------------------------- /english/2010/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 ABCBC \quad 06-10 BDACD \quad 11-15 CAADB \quad 16-20 ADCBD 2 | -------------------------------------------------------------------------------- /english/2010/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 BADAB \quad Text 2 CDCBA \quad Text 3 BDACC \quad Text 4 ADCBD 2 | -------------------------------------------------------------------------------- /english/2010/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 B F D G A -------------------------------------------------------------------------------- /english/2010/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 科学家们急忙介入，但提供的证据显然站不住脚，其大意是，如果鸟类不能控制昆虫的数量，昆虫便会吞噬我们人类。 2 | 3 | 47. 但是我们至少近乎承认，无论鸟类能否带给我们经济价值，它们自有生存下去的权利。 4 | 5 | 48. 有证据表明，这些生物杀死体弱者来保持种群的健康，或者说它们仅仅捕食“没有价值”的物种。曾经有段时间，生物学家或多或少滥用这一证据。 6 | 7 | 49. 在林业生态更为发达的欧洲，没有商业价值的树种被合理地看成是当地森林群落的成员，并得到相应的保护。 8 | 9 | 50. 这种保护体系往往忽视陆地群落中诸多缺乏商业价值但对其健康运作至关重要的物种，而最终导致它们的灭绝。 -------------------------------------------------------------------------------- /english/2010/a5.tex: -------------------------------------------------------------------------------- 1 | \begin{center}\textbf{Recruitment Announcement}\end{center} 2 | 3 | Do you want to be a part of a high-level international conference and have close contact with world famous scholars? Here comes your opportunityL becoming a volunteer for the 2010 international conference on globalization. 4 | 5 | The conference will open in our university on Feb. 28. To ensure its success, 50 volunteers will be recruited. If you possess basic English speaking ability, good communication skills and tremendous working enthusiasm, you will be the ideal candidate we are looking for. 6 | 7 | What a great chance it is to display your talents! To seize such a marvelous opportunity, you just need to send your resume to our office in room 302 of the Teaching Building 5 before Feb. 12. For more details, please contact 12345678. 8 | 9 | \begin{flushright}Postgraduates' Association\end{flushright} 10 | 11 | The picture presents a steaming "cultural hotpot", which contains a variety of ingredients of culture, both ancient and modern, Chinese and foreign. These cultural ingredients, such as Swan Lake, Confucianism and Einstein, are tremendously delicious and nutritious when combined together. What a great cultural feast! This drawing implies a prevailing trend -- the integration of global cultures. 12 | 13 | The blend of worldwide cultures could be much "tasty". Just as meat or vegetables taste especially delicious when boiled together in a hotpot, cultures become extraordinarily attractive when integrating. The integration provides an abundance of cultures for people to experience, not only native ones but also alien ones. 14 | 15 | The culture blending could also bring adequate spiritual "nourishment" for human beings. Both Chinese and foreigners benefit a lot from absorbing different but complementary cultures. For instance, Westerners could enrich their artistic understanding by means of learining Kong Fu or appreciating Peking Opera while Chinese could also improve their level of artistic appreciation through watching western classical ballets like Swan Lake. More illustratively, Chinese traditional philosophy, Confucianism, has been introduced, accepted and applied into practical use in the western world to improve modern management; the Enlightenment from the West has helped Chinese to break the bonds of feudalism and supplied the thought basis for China's social changes in the end of 20th Century. -------------------------------------------------------------------------------- /english/2010/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2010/answer.pdf -------------------------------------------------------------------------------- /english/2010/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2010 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2010/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2010/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2010/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2010/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | For Questions 41-45, choose the most suitable paragraphs from the list A-G to fill them into the numbered boxes to form a coherent text. Paragraph E has been correctly placed. There is one paragraph which does not fit in with the text. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2010/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2010/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2010/whole.pdf -------------------------------------------------------------------------------- /english/2010/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2011 Graduate English Test} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2011/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad With its theme that ``Mind is the master weaver,'' creating our inner character and outer circumstances, the book \emph{As a Man Thinking} by James Allen is an in-depth exploration of the central idea of self-help writing. 6 | 7 | \qquad \ul{(46) Allen's contribution was to take an assumption we all share-that because we are not robots we therefore control our thoughts-and reveal its erroneous nature.} Because most of us believe that mind is separate from matter, we think that thoughts can be hidden and made powerless; this allows us to think one way and act another. However, Allen believed that the unconscious mind generates as much action as the conscious mind, and \ul{(47) while we may be able to sustain the illusion of control through the conscious mind alone, in reality we are continually faced with a question: ``Why cannot I make myself do this or achieve that?''} 8 | 9 | \qquad Since desire and will are damaged by the presence of thoughts that do not accord with desire, Allen concluded : ``We do not attract what we want, but what we are.'' Achievement happens because you as a person embody the external achievement; you don't ``get'' success but become it. There is no gap between mind and matter. 10 | 11 | \qquad Part of the fame of Allen's book is its contention that ``Circumstances do not make a person, they reveal him.'' \ul{(48) This seems a justification for neglect of those in need, and a rationalization of exploitation, of the superiority of those at the top and the inferiority of those at the bottom.} 12 | 13 | \qquad This, however, would be a knee-jerk reaction to a subtle argument. Each set of circumstances, however bad, offers a unique opportunity for growth. If circumstances always determined the life and prospects of people, then humanity would never have progressed. In fact, \ul{(49) circumstances seem to be designed to bring out the best in us and if we feel that we have been ``wronged'' then we are unlikely to begin a conscious effort to escape from our situation.} Nevertheless, as any biographer knows, a person's early life and its conditions are often the greatest gift to an individual. 14 | 15 | \qquad The sobering aspect of Allen's book is that we have no one else to blame for our present condition except ourselves. \ul{(50) The upside is the possibilities contained in knowing that everything is up to us; where before we were experts in the array of limitations, now we become authorities of what is possible.} 16 | -------------------------------------------------------------------------------- /english/2011/8.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2011/8.jpg -------------------------------------------------------------------------------- /english/2011/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | \textbf{Part A} 7 | 8 | \textbf{51. Directions:} 9 | 10 | \qquad Write a letter to a friend of yours to 11 | 12 | \qquad 1) recommend one of your favorite movies and 13 | 14 | \qquad 2) give reasons for your recommendation 15 | 16 | \qquad Your should write about 100 words on ANSWER SHEET 2 17 | 18 | \qquad Do not sign your own name at the end of the leter. User ``LI MING'' instead. 19 | 20 | \qquad Do not writer the address.(10 points) 21 | 22 | \vspace{10pt} 23 | 24 | \textbf{Part B} 25 | 26 | \textbf{52. Directions:} 27 | 28 | \qquad Write an essay of 160---200 words based on the following drawing. In your essay, you should 29 | 30 | \qquad 1) describe the drawing briefly, 31 | 32 | \qquad 2) explain it’s intended meaning, and 33 | 34 | \qquad 3) give your comments. 35 | 36 | \qquad Your should write neatly on ANSWER SHEET 2. (20 points) 37 | 38 | \begin{center}\includegraphics[height=7cm]{8.jpg}\end{center} -------------------------------------------------------------------------------- /english/2011/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 CDBBA \quad 06-10 BADCA \quad 11-15 BCDCB \quad 16-20 DADAC 2 | -------------------------------------------------------------------------------- /english/2011/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 CBDBA \quad Text 2 BDCAC \quad Text 3 DCBAA \quad Text 4 CDADB 2 | -------------------------------------------------------------------------------- /english/2011/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 B D A C F -------------------------------------------------------------------------------- /english/2011/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 爱伦的贡献在于，他拿出“我们并不是机器人，所以能控制自己思想”这一公认的假设，并揭示了其谬误所在。 2 | 3 | 47. 尽管我们或许可以仅凭借意识来维系“控制”这种错觉，现实中我们还是不断要面对一个问题：“我为什么不能让自己做这个或完成那个？” 4 | 5 | 48. 这似乎是在为忽视贫困者的行为做辩护，为剥削、为社会上层人群的优越及社会底层人群的卑微找理由。 6 | 7 | 49. 环境仿佛是为了激发我们的最大潜能而设，如果我们觉得自己遭受了“不公”，就不太可能有意识地去努力摆脱自己的处境。 8 | 9 | 50. 其正面意义在于，了解了一切都取决于我们自己，即有了诸多可能，此前我们是谙熟各种局限的专家，现在我们成了驾驭各种可能性的权威。 -------------------------------------------------------------------------------- /english/2011/a5.tex: -------------------------------------------------------------------------------- 1 | My dear friend, 2 | 3 | I can't wait to recommend you \emph{The Pursuit of Happyness}, a film which I watched last night and whose plot still haunts me. 4 | 5 | The film explores the meaning of love, optimism, persistence, and, certainly, happiness. It is in spired by the true story of Chris Gardner, a salesman struggling to build a future for himself and his 5-year-old son. Besides its touching and inspiring story, this film is recommendable for its great reputation. It has created a box office miracle and won numerous international prizes. Another appealing feature of this film is a coincidence: it stars Will Smith, an American actor, and his real life son. 6 | 7 | I am sure you will love this film. Hope to discuss it with you later. 8 | 9 | \begin{flushright}Yours, 10 | 11 | Li Ming\end{flushright} 12 | 13 | Two tourists are sitting on the edge of a boat. They recklessly discard rubbish while enjoying their fantastic trip. Unbelievably, the boatman continues to quietly pole his boat pretending that he doesn't see their improper behaviors. Downstream floats cans, bottles, snack bags and foot leftovers---a variety of rubbish. The scattered garbage has spoiled the previously scenic lake. 14 | 15 | This picture warns us that the serious environmental problem is facing scenic spots around China. Li Jiang, Qin Emperor Mausoleum, Beijing Historic Districts are threatened by piles of smelly rubbish. It is a man made problem. Some selfish people, as picture indicates, throw their waste at their will while others, even some officers in scenic spots, turn a blind eye on it. It is not uncommon to meet tourists who refuse to take their rubbish few steps further to the dustbin. However, it is rare to see people who stand out to stop such misconducts. 16 | 17 | Since human activities are to blame for environmental degradation in tourism spots, human beings should assume their responsibility to reverse the worrying trend. Tourists should be aware of the necessity of protecting environment and volunteer to act as environment protectors. Offices in attraction resorts should offer effective supervision and impose harsh punishment on environment destroyers. Hopefully, tourist resorts could gradually regain attraction through joint efforts. -------------------------------------------------------------------------------- /english/2011/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2011/answer.pdf -------------------------------------------------------------------------------- /english/2011/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2011 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2011/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2011/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2011/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2011/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganized those paragraphs into a coherent text by choosing from the list A-G and filling them into the numbered boxes. Paragraphs E and G have been correctly placed. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2011/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2011/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2011/whole.pdf -------------------------------------------------------------------------------- /english/2011/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2011 Graduate English Test} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2012/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad Since the days of Aristotle, a search for universal principles has characterized the scientific enterprise. In some ways, this quest for commonalities defines science. Newton's laws of motion and Darwinian evolution each bind a host of different phenomena into a single explicatory frame work. 6 | 7 | \qquad \ul{(46) In physics, one approach takes this impulse for unification to its extreme, and seeks a theory of everything---a single generative equation for all we see.} It is becoming less clear, however, that such a theory would be a simplification, given the dimensions and universes that it might entail, nonetheless, unification of sorts remains a major goal. 8 | 9 | \qquad This tendency in the natural sciences has long been evident in the social sciences too. \ul{(47) Here, Darwinism seems to offer justification for it all humans share common origins, it seems reasonable to suppose that cultural diversity could also be traced to more constrained beginnings.} Just as the bewildering variety of human courtship rituals might all be considered forms of sexual selection, perhaps the world's languages, music, social and religious customs and even history are governed by universal features. \ul{(48) To filter out what is unique from what is shared might enable us to understand how complex cultural behavior arose and what guides it in evolutionary or cognitive terms.} 10 | 11 | \qquad That, at least, is the hope. But a comparative study of linguistic traits published online today supplies a reality check. Russell Gray at the University of Auckland and his colleagues consider the evolution of grammars in the light of two previous attempts to find universality in language. 12 | 13 | \qquad The most famous of these efforts was initiated by Noam Chomsky, who suggested that humans are born with an innate language-acquisition capacity that dictates a universal grammar. A few generative rules are then sufficient to unfold the entire fundamental structure of a language, which is why children can learn it so quickly. 14 | 15 | \qquad \ul{(49) The second, by Joshua Greenberg, takes a more empirical approach to universality identifying traits (particularly in word order) shared by many language which are considered to represent biases that result from cognitive constraints} 16 | 17 | \qquad Gray and his colleagues have put them to the test by examining four family trees that between them represent more than 2,000 languages. \ul{(50) Chomsky's grammar should show patterns of language change that are independent of the family tree or the pathway tracked through it, whereas Greenbergian universality predicts strong co-dependencies between particular types of word-order relations.} Neither of these patterns is borne out by the analysis, suggesting that the structures of the languages are lineage-specific and not governed by universals 18 | -------------------------------------------------------------------------------- /english/2012/8.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2012/8.jpg -------------------------------------------------------------------------------- /english/2012/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{51. Directions:} 10 | 11 | \qquad Some internationals students are coming to your university. Write them an email in the name of the Students' Union to 12 | 13 | \qquad 1) extend your welcome and 14 | 15 | \qquad 2) provide some suggestions for their campus life here. 16 | 17 | \qquad You should write about 100 words on ANSWER SHEET2. Do not sign your name at the end of the letter. Use ``Li Ming'' instead. 18 | 19 | \qquad Do not write the address(10 points) 20 | 21 | 22 | \textbf{Part B} 23 | 24 | \textbf{52. Directions:} 25 | 26 | \qquad Write an essay of 160-200 words based on the following drawing. In your essay you should 27 | 28 | \qquad 1) describe the drawing briefly 29 | 30 | \qquad 2) explain its intended meaning, and 31 | 32 | \qquad 3) give your comments 33 | 34 | \qquad You should write neatly on ANSWER SHEET 2. (20 points) 35 | 36 | \begin{center}\includegraphics[height=7cm]{8.jpg}\end{center} 37 | 38 | -------------------------------------------------------------------------------- /english/2012/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 BABDC \quad 06-10 BDBAB \quad 11-15 ACCDA \quad 16-20 CACDD 2 | -------------------------------------------------------------------------------- /english/2012/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 DBACD \quad Text 2 CDADA \quad Text 3 ABBDC \quad Text 4 CDBCA 2 | -------------------------------------------------------------------------------- /english/2012/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 C D A F G -------------------------------------------------------------------------------- /english/2012/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 在物理学领域，一种做法把这种寻求大同理论的冲动推向极端，试图寻找包含一切的理论——一个涵括我们所看到一切的生成性公式。 2 | 3 | 47. 这里，达尔文学说似乎做出了证明，因为如果人类有着共同的起源，那么似乎就有理由认为文化的多样性也可以追溯到更为有限的起源。 4 | 5 | 48. 从共有特征中滤出独有特征，这使我们得以理解复杂的文化行为是如何产生的，并从进化或认知角度理解什么引导了它的走向。 6 | 7 | 49. 第二次努力——由乔舒亚 格林堡做出——采用更为经验主义的方法来研究语言的普遍性，确定了多种语言（尤其在语法词序方面）的共有特征，这些特征被认为是代表了由认知限制产生的倾向。 8 | 9 | 50. 乔姆斯基的语言应该显示出语言变化的模式，这些模式并不受语言谱系或贯穿谱系路径的影响；而格林堡式的普遍性则预言了特定的语法词序关系类型之间所存在的紧密互依性。 -------------------------------------------------------------------------------- /english/2012/a5.tex: -------------------------------------------------------------------------------- 1 | My dear friends, 2 | 3 | I, on behalf of the students' union, wnat to extend my warm welcome to you. I am happy that you have chosen to receive college education in our university in China. 4 | 5 | To make your life here easier, I'd like to offer several suggestions. You should first, to overcome language barriers, study and diligently practice Chinese--the language necessary for you to follow lessons and exchange ideas with your Chinese professors. Besides, you'd better strive to relive the culture shock. It is advisable to learn Chinese culture through making Chinese friends and traveling around or from books, films and museums. 6 | 7 | I hope my suggestions would be helpful and wish all of you a fulfilling college life here. 8 | 9 | \begin{flushright}Yours sincerely, 10 | 11 | Li Ming\end{flushright} 12 | 13 | A bottle had fallen down, with half of its water pouring out. To the scene, two men responded differently. One man, feeling extremely sad, his hand covering his face, sighed "All has gone!" The other seemed much more optimistic. He ran happily to raise up the bottle and said with great gratitude "There is still some water left." 14 | 15 | Why did the two people have such distinct reaction? It is because they judged the situation from opposite perspectives. After the bottle fell, the pessimistic observer focused on the losses thereby thinking negatively, while the other observer noticed the remaining liquid and then had a positive opinion. Actually, the fallen bottle is a symbol of unfortunate circumstances in life and the two kinds of responses reflect two different attitudes towards misfortunes. 16 | 17 | Misfortunes mean obvious losses; however they still bring latent opportunities to people with optimistic mind. From the perspective of optimists, firing, a career disaster, will be a reminder of the necessity for an urgent improvement in their personality or expertise. Sensing the signal for change, those optimists will strive to achieve personal growth, the growth which provides a guarantee for healthier career development in future. Misfortunes are blessings in disguise and optimism can unlock the cover. Therefore, in the face of misfortunes people should adopt an optimistic attitude. -------------------------------------------------------------------------------- /english/2012/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2012/answer.pdf -------------------------------------------------------------------------------- /english/2012/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2012 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2012/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2012/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2012/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2012/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | The following text, some segments have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2012/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2012/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2012/whole.pdf -------------------------------------------------------------------------------- /english/2012/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2012 Graduate English Test} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/2013/1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad People are, on the whole, poor at considering background 6 | information when making individual decisions. At first glance this 7 | might seem like a strength that \underline{\quad 1\quad} the 8 | ability to make judgments which are unbiased by 9 | \underline{\quad 2\quad} factors. But Dr Simonton speculated that 10 | an inability to consider the big \underline{\quad 3\quad} was 11 | leading decision-makers to be biased by the daily samples of 12 | information they were working with. \underline{\quad 4\quad}, he 13 | theorized that a judge \underline{\quad 5\quad} of appearing too 14 | soft \underline{\quad 6\quad}crime might be more likely to send 15 | someone to prison \underline{\quad 7\quad} he had already sentenced 16 | five or six other defendants only to forced community service on 17 | that day. 18 | 19 | \qquad To \underline{\quad 8\quad} this idea, they turned their attention 20 | to the university-admissions process. In theory, the \underline{\quad 9\quad} of an 21 | applicant should not depend on the few others \underline{\quad 10\quad} randomly for interview during the same day, but Dr Simonton suspected the truth was \underline{\quad 11\quad}. 22 | 23 | \qquad He studied the results of 9,323 MBA interviews \underline{\quad 12\quad} by 31 admissions officers. The interviewers had \underline{\quad 13\quad} applicants on a scale of one to five. This scale \underline{\quad 14\quad} numerous factors into consideration. The scores were \underline{\quad 15\quad} used in conjunction with an applicant's score on the Graduate Management Admission Test, or GMAT, a standardized exam which is \underline{\quad 16\quad} out of 800 points, to make a decision on whether to accept him or her. 24 | 25 | \qquad Dr Simonton found if the score of the previous candidate in a daily series of interviewees was 0.75 points or more higher than that of the one \underline{\quad 17\quad} that, then the score for the next applicant would \underline{\quad 18\quad} by an average of 0.075 points. This might sound small, but to \underline{\quad 19\quad} the effects of such a decrease a candidate would need 30 more GMAT points than would otherwise have been \underline{\quad 20\quad}. 26 | 27 | \vspace{6pt} 28 | 29 | 01. \choice{ grants }{ submits }{ transmits }{ delivers} 30 | 02. \choice{ minor }{ objective }{ crucial }{ external} 31 | 03. \choice{ issue }{ vision }{ picture }{ moment} 32 | 04. \choice{ For example }{ On average }{ In principle }{ Above all} 33 | 05. \choice{ fond }{ fearful }{ capable }{ thoughtless} 34 | 06. \choice{ in }{ on }{ to }{ for} 35 | 07. \choice{ if }{ until }{ though }{ unless} 36 | 08. \choice{ promote }{ emphasize }{ share }{ test} 37 | 09. \choice{ decision }{ quality }{ status }{ success} 38 | 10. \choice{ chosen }{ stupid }{ found }{ identified} 39 | 11. \choice{ exceptional }{ defensible }{ replaceable }{ otherwise} 40 | 12. \choice{ inspired }{ expressed }{ conducted }{ secured} 41 | 13. \choice{ assigned }{ rated }{ matched }{ arranged} 42 | 14. \choice{ put }{ got }{ gave }{ took} 43 | 15. \choice{ instead }{ then }{ ever }{ rather} 44 | 16. \choice{ selected }{ passed }{ marked }{ introduced} 45 | 17. \choice{ before }{ after }{ above }{ below} 46 | 18. \choice{ jump }{ float }{ drop }{ fluctuate} 47 | 19. \choice{ achieve }{ undo }{ maintain }{ disregard} 48 | 20. \choice{ promising }{ possible }{ necessary }{ helpful} 49 | -------------------------------------------------------------------------------- /english/2013/7.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \qquad It is speculated that gardens arise from a basic human need in the individuals who made them: the need for creative expression. There is no doubt that gardens evidence an irrepressible urge to create, express, fashion, and beautify and that self-expression is a basic human urge; \ul{(46) yet when one looks at the photographs of the garden created by the homeless, it strikes one that, for all their diversity of styles, these gardens speak of various other fundamental urges, beyond that of decoration and creative expression.} 6 | 7 | \qquad One of these urges had to do with creating a state of peace in the midst of turbulence, a ``still point of the turning world,'' to borrow a phrase from T. S. Eliot. \ul{(47) A sacred place of peace, however crude it may be, is a distinctly human need, as opposed to shelter, which is a distinctly animal need.} This distinction is so much so that where the latter is lacking, as it is for these unlikely gardens, the former becomes all the more urgent. Composure is a state of mind made possible by the structuring of one's relation to one's environment. \ul{(48) The gardens of the homeless which are in effect homeless gardens introduce \emph{form} into an urban environment where it either didn't exist or was not discernible as such.} In so doing they give composure to a segment of the inarticulate environment in which they take their stand. 8 | 9 | \qquad Another urge or need that these gardens appear to respond to, or to arise from, is so intrinsic that we are barely ever conscious of its abiding claims on us. When we are deprived of green, of plants, of trees, \ul{(49) most of us give into a demoralization of spirit which we usually blame on some psychological conditions, until one day we find ourselves in a garden and feel the oppression vanish as if by magic.} In most of the homeless gardens of New York City the actual cultivation of plants is unfeasible, yet even so the compositions often seem to represent attempts to call forth the spirit of plant and animal life, if only symbolically, through a clumplike arrangement of materials, an introduction of colors, small pool of water, and a frequent presence of petals or leaves as well as of stuffed animals. On display here are various fantasy elements whose reference, at some basic level, seems to be the natural world. \ul{(50) It is this implicit or explicit reference to nature that fully justifies the use of word \emph{garden} though in a ``liberated'' sense, to describe these synthetic constructions.} In them we can see basophilic --- a yearning for contact with nonhuman life --- assuming uncanny representational forms. 10 | 11 | -------------------------------------------------------------------------------- /english/2013/8.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2013/8.png -------------------------------------------------------------------------------- /english/2013/8.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Writing} 6 | \textbf{Part A} 7 | 8 | \textbf{51. Directions:} 9 | 10 | \qquad Write an e-mail of about 100 words to a foreign teacher in your college, inviting him/her to be a judge for the upcoming English speech contest. 11 | 12 | \qquad You should include the details you think necessary. 13 | 14 | \qquad You should write neatly on the ANSWER SHEET 2. 15 | 16 | \qquad Do not sign your own name at the end of the e-mail. Use ``Li Ming'' instead. 17 | 18 | \qquad Do not write the address. (10 points) 19 | 20 | \vspace{6pt} 21 | 22 | \textbf{Part B} 23 | 24 | \textbf{52. Directions:} 25 | 26 | \qquad Write an essay of 160-200 words based on the following drawing .In your essay, you should 27 | 28 | \qquad 1) describe the drawing briefly. 29 | 30 | \qquad 2) interpret its intended meaning ,and 31 | 32 | \qquad 3) give your comments. 33 | 34 | \qquad You should write neatly on the ANSWER SHEET 2. (20 points) 35 | 36 | \begin{center}\includegraphics[width=14cm]{8.png}\end{center} -------------------------------------------------------------------------------- /english/2013/a1.tex: -------------------------------------------------------------------------------- 1 | 01-05 ADCAB \quad 06-10 BADDA \quad 11-15 DCBDB \quad 16-20 CACBC 2 | -------------------------------------------------------------------------------- /english/2013/a2.tex: -------------------------------------------------------------------------------- 1 | Text 1 ABDCC \quad Text 2 DACBD \quad Text 3 BADBA \quad Text 4 BCACD 2 | -------------------------------------------------------------------------------- /english/2013/a3.tex: -------------------------------------------------------------------------------- 1 | 41-45 E F D G A -------------------------------------------------------------------------------- /english/2013/a4.tex: -------------------------------------------------------------------------------- 1 | 46. 然而，只要看看无家可归者创造的花园的照片，你就会意识到尽管样式各异，但这些花园除了表达（人类）装饰和创造的欲望之外，更体现了人类其他根本的欲望。 2 | 3 | 47. 安宁的圣地（体现的）是人类特有的需要，无论怎样疏于雕琢，它仍与遮风挡雨有所不同，后者（反应的）是动物所特有的需要。 4 | 5 | 48. 这种无家可归者的花园实质上是无定所的花园，它们把“形式”引入城市环境，而城市环境中原本要么没有这种“形式”，要么并没有把它当成“形式”看待。 6 | 7 | 49. 我们大多数人通常把陷入精神颓丧归咎于某些心理疾病，直到有一天置身花园，才顿觉压抑感神奇地消失了。 8 | 9 | 50. 虽然有“扩大词义外延”的意味，但正是这种对大自然或隐晦或明晰的参照让用“花园”一词来描述这些人造组合有了充分的根据。 -------------------------------------------------------------------------------- /english/2013/a5.tex: -------------------------------------------------------------------------------- 1 | Dear Sir, 2 | 3 | On behalf of the students' union, I'm writing to invite you to judge our English speech competition from April 28 to 39 at the auditorium. 35 competitors will compete for awards in this contest. These participants are required to first give a prepared speech on \emph{how to live productively} and then answer 5 randomly-picked questions. You are expected to score and comment on their performance. 4 | 5 | You, an academic elite and native English speaker, are a godlike figure in English learners' eyes, so your presence in the competition as a judge is very significant to the participating students. We will feel greatly hornored to have you there and appreciate it if you could reply to our invitation at your earliest convenience. 6 | 7 | \begin{flushright}Yours sincerely, 8 | 9 | Li Ming\end{flushright} 10 | 11 | In the above picture, a flock of graduates are stopped by a four-direction fork. The directions symbolize four life choices after graduation, namely.seeking employment, taking the postgraduate entrance exam, going abroad for further study and starting a buiness. 12 | 13 | Understandably, university graudates, now without the glory of intellectual elites, are facing an uncertain future and hesitant to make a choice out of a variety of possibilities. However, this picture does not imply so much the dilemma in which graduates are caught as the encouragingly unprecedented life possibilities. It seems true that today's university graduates are under greater employment pressure and in face of a steeper social ladder. This uncomfortable situation can not obscure the fact --- compared with their parents and grandparents, current graduates are given considerable freedom to dream and fulfill their dreams. They can, with little social restraint, expand knowledge, broaden personal experience and choose careers they are interested in. 14 | 15 | The life of today's university graduates is full of promise. However, most graduates don't realize and accept it. Some repeatedly complain about their limits, mostly financial or professional ones. These people ignore their potential to change thmeselves and their life. Actually, all desired life goals can be achieved through diligence, persistence and willingness to learn continuously. Therefore, university graduates are encouraged to follow their interest and advance bravely along their chosen life paths. -------------------------------------------------------------------------------- /english/2013/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2013/answer.pdf -------------------------------------------------------------------------------- /english/2013/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | \usepackage{geometry} 4 | \geometry{left=3cm, right=3cm, bottom=0cm} 5 | \pagestyle{myheadings} 6 | \markright{2013 Graduate English Exam Answer -- PythonShell's Work} 7 | 8 | \XeTeXlinebreaklocale "zh" %% 设置xelatex断行方式，中文断行与英文断行方式不一样 9 | \XeTeXlinebreakskip = 0pt plus 1pt %% 设置可调节的大小 10 | 11 | \usepackage{fontspec} 12 | \setmainfont{WenQuanYi Micro Hei} 13 | 14 | \begin{document} 15 | \begin{center} 16 | Section 1 Use of English 17 | 18 | \input{a1} 19 | 20 | \vspace{6pt} 21 | Section 2 Reading Comprehension 22 | 23 | Part A 24 | 25 | \input{a2} 26 | 27 | Part B 28 | 29 | \input{a3} 30 | 31 | Part C 32 | \end{center} 33 | 34 | \input{a4} 35 | 36 | \begin{center}Section 3 Writing\end{center} 37 | 38 | \input{a5} 39 | 40 | \end{document} -------------------------------------------------------------------------------- /english/2013/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{ifthen} 8 | \usepackage{calc} 9 | \setlength\parindent{0pt} 10 | 11 | %usage \choice{ }{ }{ }{ } 12 | %(A)(B)(C)(D) 13 | \newcommand{\fourch}[4]{ 14 | %\par 15 | \begin{tabular}{*{4}{@{}p{0.23\textwidth}}} 16 | [A] ~#1 & [B] ~#2 & [C] ~#3 & [D] ~#4 17 | \end{tabular} 18 | } 19 | 20 | %(A)(B) 21 | %(C)(D) 22 | \newcommand{\twoch}[4]{ 23 | %\par 24 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 25 | [A] ~#1 & [B] ~#2 26 | \end{tabular} 27 | \par 28 | \begin{tabular}{*{2}{@{}p{0.46\textwidth}}} 29 | [C] ~#3 & [D] ~#4 30 | \end{tabular} 31 | } 32 | 33 | %(A) 34 | %(B) 35 | %(C) 36 | %(D) 37 | \newcommand{\onech}[4]{ 38 | %\par 39 | [A] ~#1 \par [B] ~#2 \par [C] ~#3 \par [D] ~#4 40 | } 41 | 42 | \newlength\widthcha 43 | \newlength\widthchb 44 | \newlength\widthchc 45 | \newlength\widthchd 46 | \newlength\widthch 47 | \newlength\tabmaxwidth 48 | 49 | \setlength\tabmaxwidth{0.96\textwidth} 50 | \newlength\fourthtabwidth 51 | \setlength\fourthtabwidth{0.24\textwidth} 52 | \newlength\halftabwidth 53 | \setlength\halftabwidth{0.48\textwidth} 54 | 55 | \newcommand{\choice}[4]{ 56 | \settowidth\widthcha{AM.#1}\setlength{\widthch}{\widthcha} 57 | \settowidth\widthchb{BM.#2} 58 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 59 | \settowidth\widthchb{CM.#3} 60 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 61 | \settowidth\widthchb{DM.#4} 62 | \ifthenelse{\widthch<\widthchb}{\setlength{\widthch}{\widthchb}}{} 63 | \ifthenelse{\widthch<\fourthtabwidth}{\fourch{#1}{#2}{#3}{#4}} 64 | {\ifthenelse{\widthch<\halftabwidth\and\widthch>\fourthtabwidth}{\twoch{#1}{#2}{#3}{#4}} 65 | {\onech{#1}{#2}{#3}{#4}}} 66 | } -------------------------------------------------------------------------------- /english/2013/di-1.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Use of English} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2013/di-2.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \section{Reading Comprehension} 6 | 7 | \textbf{Part A} 8 | 9 | \textbf{Directions:} 10 | 11 | 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) 12 | 13 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2013/di-3.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part B} 6 | 7 | \textbf{Directions:} 8 | 9 | In the following article, some sentences have been removed, For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2013/di-4.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% 2014-01-08 4 | 5 | \textbf{Part C} 6 | 7 | \textbf{Directions:} 8 | 9 | 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) 10 | 11 | \vspace{6pt} -------------------------------------------------------------------------------- /english/2013/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/english/2013/whole.pdf -------------------------------------------------------------------------------- /english/2013/whole.tex: -------------------------------------------------------------------------------- 1 | %% Content from http://zhenti.kaoyan.eol.cn/ 2 | %% Format by PythonShell 3 | %% Env: Windows7 with TexLive 2013 4 | %% Requre package: 5 | %% geometry 6 | %% soul 7 | %% graphicx 8 | %% ifthen 9 | %% calc 10 | %% build new command {\choice}[4] in choice.tex 11 | %% 2014-01-08 12 | 13 | \documentclass[a4paper]{book} 14 | \usepackage{geometry} % add support for setting margin 15 | \usepackage{soul} % add support for underline breaking 16 | \usepackage{graphicx} % add support for insertting picture 17 | 18 | \input{choice.tex} % add support for list four choices auto. 19 | % code from http://tex.stackexchange.com/ 20 | 21 | \geometry{left=3cm, right=3cm, bottom=0cm} % setting margin 22 | 23 | \pagestyle{myheadings} % mark the headings 24 | \markboth{PythonShell's Work}{2013 Graduate English Test} 25 | 26 | \usepackage{times} 27 | 28 | \begin{document} 29 | \input{di-1.tex} 30 | \input{1} 31 | \clearpage 32 | \input{di-2} 33 | \input{2} 34 | \include{3} 35 | \include{4} 36 | \include{5} 37 | \clearpage 38 | \input{di-3} 39 | \input{6} 40 | \clearpage 41 | \input{di-4} 42 | \input{7} 43 | \include{8} 44 | \end{document} 45 | -------------------------------------------------------------------------------- /english/README.md: -------------------------------------------------------------------------------- 1 | This folder is the src for Graudate English Tests in China. 2 | 3 | Now, I've finish the questions and answers from year 2005 to year 2013, and questions of year 2014. 4 | 5 | My Environment is Texlive 2013 on Win 7, using pdfLaTeX engine. 6 | 7 | I would try to add Makefile if possible. 8 | 9 | Any discussions are welcomed. I will try to fix bugs and keep updating as years passing. 10 | 11 | There are already compiled PDFs, you are recommend to download them, instead of build them by yourself, if you just wanna to find the Tests. 12 | 13 | If you wanna to build PDFs or DVIs by yourself, just compile the whole.tex file in the sub folders. 14 | 15 | ```latex whole.tex``` 16 | 17 | then use `dvipdf` command to produce PDF from DVI: 18 | 19 | ```dvipdf whole``` 20 | 21 | With time allowed, I'll try to build some other format. Your advices are welcomed. Just tell me. 22 | -------------------------------------------------------------------------------- /policy/2007/1.tex: -------------------------------------------------------------------------------- 1 | 1. “风定花犹落，鸟鸣山更幽”形象地表达了动和静的辩证关系是 2 | \begin{choices} 3 | \choice0 静不是动，动不是静 4 | \choice0 静中有动，动中有静 5 | \choice0 动是必然的，静是偶然的 6 | \choice0 动是静的原因，静是动的结果 7 | \end{choices} 8 | 2. “挟泰山以超北海，语人曰吾不能，是诚不能也。为长者折枝，语人曰吾不能，是不为也，非不能也。”《孟子》中的这段话启示我们，做事情要区分可能性和不可能性，二者的区别在于 9 | \begin{choices} 10 | \choice0 人的主观努力程度 11 | \choice0 对人是否有利 12 | \choice0 现实中有无根据和条件 13 | \choice0 现实中的根据和条件是否充分 14 | \end{choices} 15 | 3. 马克思根据人的发展状况把人类历史划分为三大形态。它们是 16 | \begin{choices} 17 | \choice0 自然经济社会、商品经济社会、时间经济社会 18 | \choice0 原始公有制社会、私有制社会、共产主义公有制社会 19 | \choice0 农业社会、工业社会、信息社会 20 | \choice0 人的依赖性社会、物的依赖性社会、人的自由全面发展社会 21 | \end{choices} 22 | 4. 列宁说：“意识到自己的奴隶地位而与之作斗争的奴隶，是革命家；没有意识到自己的奴隶地位而过着默默无言、浑浑噩噩、忍气吞声的奴隶生活的奴隶，是十足的奴隶。对奴隶生活的各种好处津津乐道并对和善的好主人感激不尽以至垂涎欲滴的奴隶是奴才，无耻之徒。”这三种奴隶的思想意识之所有有如此巨大的差异，是由于 23 | \begin{choices} 24 | \choice0 人的社会意识并不都是社会存在的反映 25 | \choice0 人的社会意识与社会存在具有不一致性 26 | \choice0 人的社会意识中的各种形式之间相互作用 27 | \choice0 人的社会意识具有历史继承性 28 | \end{choices} 29 | 5. 货币的本质是 30 | \begin{choices} 31 | \choice0 商品交换的媒介物 32 | \choice0 商品价值的一般等价物 33 | \choice0 商品的等价物 34 | \choice0 商品的相对价值形式 35 | \end{choices} 36 | 6. 在资本主义社会，农业资本家和土地所有者之间争夺的是 37 | \begin{choices} 38 | \choice0 形成级差地租I的超额利润 39 | \choice0 形成级差地租II的超额利润 40 | \choice0 形成绝对地租的超额利润 41 | \choice0 形成垄断地租的超额利润 42 | \end{choices} 43 | 7. 作为商品的资本是 44 | \begin{choices} 45 | \choice0 商业资本 46 | \choice0 借贷资本 47 | \choice0 产业资本 48 | \choice0 流通资本 49 | \end{choices} 50 | 8. 在中国共产党的历史上，第一次鲜明地提出“马克思主义中国化”的命题和任务的会议是 51 | \begin{choices} 52 | \choice0 党的二大 53 | \choice0 遵义会议 54 | \choice0 党的六届六中全会 55 | \choice0 党的七大 56 | \end{choices} 57 | 9. 国民革命失败后，毛泽东在八七会议上提出的著名论断是 58 | \begin{choices} 59 | \choice0 须知政权是由枪杆子中取得的 60 | \choice0 兵民是胜利之本 61 | \choice0 一切反动派都是纸老虎 62 | \choice0 星星之火，可以燎原 63 | \end{choices} 64 | 10. 1957年，毛泽东在《关于正确处理人民内部矛盾的问题》中指出，在我国，工人阶级与民族资产阶级的矛盾属于人民内部的矛盾。如果处理不当，会变成 65 | \begin{choices} 66 | \choice0 对抗性的敌我矛盾 67 | \choice0 非对抗性的敌我矛盾 68 | \choice0 对抗性的人民内部矛盾 69 | \choice0 非对抗性的人民内部矛盾 70 | \end{choices} 71 | 11. “三个代表”重要思想的根本出发点和落脚点是 72 | \begin{choices} 73 | \choice0 实现社会主义现代化 74 | \choice0 发展社会主义社会生产力 75 | \choice0 发展社会主义民主，尊重和保障人权 76 | \choice0 实现人民愿望、满足人民需要、维护人民利益 77 | \end{choices} 78 | 12. 社会主义的道德建设的核心是 79 | \begin{choices} 80 | \choice0 为人民服务 81 | \choice0 集体主义 82 | \choice0 诚实守信 83 | \choice0 爱国主义 84 | \end{choices} 85 | 13. 中国共产党和中国政府始终尊重和保护人权，认为首要的人权是 86 | \begin{choices} 87 | \choice0 参政权、议政权 88 | \choice0 自由权、平等权 89 | \choice0 生存权、发展权 90 | \choice0 选举权、被选举权 91 | \end{choices} 92 | 14. 《中共中央关于构建社会主义和谐社会若干重大问题的决定》指出，社会和谐是中国 特色社会主义的 93 | \begin{choices} 94 | \choice0 根本任务 95 | \choice0 根本原则 96 | \choice0 本质属性 97 | \choice0 基本要求 98 | \end{choices} 99 | 15. 胡锦涛在学习《江泽民文选》报告会上的讲话中指出，我们学习《江泽民文选》必须牢牢把握的主题是 100 | \begin{choices} 101 | \choice0 建设中国特色社会主义 102 | \choice0 以经济建设为中心 103 | \choice0 完善社会主义民主和法制 104 | \choice0 加强社会主义精神文明建设 105 | \end{choices} 106 | 16. 中俄两国互办“国家年”活动是两国最高领导人做出的一项重大政治决定。这表明 107 | \begin{choices} 108 | \choice0 两国的合作重点已转向文化领域 109 | \choice0 中俄战略协作伙伴关系的内涵已发生根本变化 110 | \choice0 “国家年”活动将成为中俄双边长期交往的主线 111 | \choice0 双方将全面提升在各个领域的合作水平 112 | \end{choices} 113 | \vspace{6pt} 114 | -------------------------------------------------------------------------------- /policy/2007/2.tex: -------------------------------------------------------------------------------- 1 | 17. 关于龙的形象，自古以来就有“角似鹿、头似驼、眼似兔、项似蛇、腹似蜃、鳞似鱼、爪似鹰、掌似虎、耳似牛”的说法。这表明 2 | \begin{choices} 3 | \choice0 观念的东西是移入人脑并在人脑中改造过的物质的东西 4 | \choice0 一切观念都是现实的模仿 5 | \choice0 虚幻的观念也是对事物本质的反映 6 | \choice0 任何观念都可以从现实世界中找到其物质“原型” 7 | \end{choices} 8 | 18. 某地乡村公路边有很多柿子园，金秋时节农民采摘柿子时，最后总要在树上留一些熟透的柿子。果农们说，这是留给喜鹊的食物。每到冬天，喜鹊都在果树上筑巢过冬，到春天也不飞走，整天忙着捕捉果树上的虫子，从而保证了来年柿子的丰收。从这个事例中我们受到的启示是 9 | \begin{choices} 10 | \choice0 事物之间有其固有的客观联系 11 | \choice0 人们可以发现并利用规律来实现自己的目的 12 | \choice0 人与自然的关系是相互利用的关系 13 | \choice0 保持生态系统的平衡是人类生存发展的必要条件 14 | \end{choices} 15 | 19. 2006年7月12日凌晨，刘翔在瑞士洛桑国际田联超级大奖赛男子110米栏比赛中，以12秒88勇夺冠军，打破了由英国名将科林·杰克逊保持了13年之久的12秒91的世界记录。科林·杰克逊在谈起自己已被打破的记录时，没有一丝沮丧：“我一点也不失望。正相反，我感到非常兴奋。”他说：“记录本来就是用来被打破的。”这在哲学上的启示是 16 | \begin{choices} 17 | \choice0 创新是永无止境的 18 | \choice0 不断超越前人是历史发展的规律 19 | \choice0 凡是在历史上产生的都要在历史上灭亡 20 | \choice0 一切事物都是作为过程而存在，作为过程而发展 21 | \end{choices} 22 | 20. 以人为本是科学发展观的本质和核心。以人为本中的“人”是指 23 | \begin{choices} 24 | \choice0 具体的、现实的人 25 | \choice0 广大的人民群众 26 | \choice0 作为个体的个人 27 | \choice0 社会全体成员 28 | \end{choices} 29 | 21. 商品的市场价格发生变化 30 | \begin{choices} 31 | \choice0 与货币的价值量变化无关 32 | \choice0 与商品的价值量变化有关 33 | \choice0 与商品的生产价格变化无关 34 | \choice0 与商品的供求变化有关 35 | \end{choices} 36 | 22. 利润率表示全部预付资本的增殖程度，提高利润率的途径有 37 | \begin{choices} 38 | \choice0 提高剩余价值率 39 | \choice0 提高资本有机构成 40 | \choice0 加快资本周转速度 41 | \choice0 节省不变成本 42 | \end{choices} 43 | 23. 生产要素市场包括 44 | \begin{choices} 45 | \choice0 土地市场 46 | \choice0 商品市场 47 | \choice0 资本市场 48 | \choice0 劳动力市场 49 | \end{choices} 50 | 24. $G-W-G'$是 51 | \begin{choices} 52 | \choice0 货币资本的循环公式 53 | \choice0 生产资本的循环公式 54 | \choice0 商品资本的循环公式 55 | \choice0 资本总公式 56 | \end{choices} 57 | 25. 新民主主义革命时期，以国共合作为基础所建立的统一战线有 58 | \begin{choices} 59 | \choice0 国民革命联合战线 60 | \choice0 工农民主统一战线 61 | \choice0 抗日民族统一战线 62 | \choice0 人民民主统一战线 63 | \end{choices} 64 | 26. 1942年，毛泽东在《整顿党的作风》中指出，我们要的是马克思列宁主义的学风。学风问题主要是指 65 | \begin{choices} 66 | \choice0 对待知识分子的态度问题 67 | \choice0 领导机关、全体干部、全体党员的思想方法问题 68 | \choice0 我们对待马克思列宁主义的态度问题 69 | \choice0 全党同志的工作态度问题 70 | \end{choices} 71 | 27. 20世纪50年代中期，邓小平多次强调，执政的中国共产党必须接受来自几个方面的监督，具体包括 72 | \begin{choices} 73 | \choice0 党内的监督 74 | \choice0 人民群众的监督 75 | \choice0 海外人士的监督 76 | \choice0 民主党派和无党派民主人士的监督 77 | \end{choices} 78 | 28. 坚持和完善社会主义初级阶段个人收入分配制度，就要规范收入分配秩序，其中包括 79 | \begin{choices} 80 | \choice0 着力提高低收入者收入水平 81 | \choice0 逐步扩大中等收入者比重 82 | \choice0 有效调节过高收入 83 | \choice0 坚决取缔非法收入 84 | \end{choices} 85 | 29. 依法治国是中国共产党领导人民治理国家的基本方略，其基本要点有 86 | \begin{choices} 87 | \choice0 中国共产党领导人民实行依法治国 88 | \choice0 形成一套比较完备的法律制度 89 | \choice0 对国家事务、经济文化事业和社会事务的管理工作都要依法进行 90 | \choice0 依法治国的最重要依据是宪法和法律 91 | \end{choices} 92 | 30. 建设社会主义新农村的一项重要任务是培养新型农民，具体措施有 93 | \begin{choices} 94 | \choice0 加快发展农村义务教育 95 | \choice0 加强劳动力技能培训 96 | \choice0 发展农村文化事业 97 | \choice0 加速农村剩余劳动力的转移 98 | \end{choices} 99 | 31. 社会主义核心价值体系是建设和谐文化的根本，它的基本内容包括 100 | \begin{choices} 101 | \choice0 马克思主义指导思想 102 | \choice0 中国特色社会主义共同理想 103 | \choice0 以爱国主义为核心的民族精神和以改革创新为核心的时代精神 104 | \choice0 社会主义荣辱观 105 | \end{choices} 106 | 32. 从2006年1月1日起，我国废止《农业税条例》，这是具有划时代意义的历史事件，它有利于 107 | \begin{choices} 108 | \choice0 促进城乡税制的统一 109 | \choice0 推进工业反哺农业、城市支持农村 110 | \choice0 逐步消除城乡差别，推进城乡统筹发展 111 | \choice0 增加农民收入，提高消费水平 112 | \end{choices} 113 | 33. 中非合作论坛是首脑外交的新形势。中国国家主席、副主席和总理及非洲4国的总统和非洲统一组织秘书长参加了第一届部长级会议并发表讲话；14个非洲国家的领导人及44个国家的88位部长参加了2003年第二届部长级会议；2006年的中非合作论坛北京峰会更是吸引了非洲40多个国家的元首和政府首脑参加。首脑外交对中非关系的重要意义主要表现在 114 | \begin{choices} 115 | \choice0 推动了和平、稳定、公正、合理的国际新秩序的建立 116 | \choice0 增进了友谊，促进了贸易往来 117 | \choice0 体现了平等观念 118 | \choice0 开辟了“南南合作”的新路 119 | \end{choices} 120 | \vspace{6pt} 121 | -------------------------------------------------------------------------------- /policy/2007/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2007/answer.pdf -------------------------------------------------------------------------------- /policy/2007/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markright{2007年考研政治答案——PythonShell 工作室} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \begin{tabbing} 34 | 一、单选题\\ 35 | \= 01. B \qquad \= 02. C \qquad \= 03. D \qquad \= 04. B \qquad \= 05. B \qquad \= 06. B \qquad \= 07. B \qquad \= 08. C \qquad \= \\ 36 | \> 09. A \> 10. A \> 11. D \> 12. A \> 13. C \> 14. C \> 15. A \> 16. D \\ 37 | 二、多选题\\ 38 | \> 17. AD \> 18. ABD \> 19. ABCD \> 20. ABD \> 21. BD \> 22. AD \> 23. ACD \> 24. AD\\ 39 | \> 25. AC \> 26. BCD \> 27. ABD \> 28. ABCD \> 29. ACD \> 30. ABC \> 31. ABCD \> 32. ABCD \> 33. ABCD\\ 40 | \end{tabbing} 41 | \end{document} 42 | 43 | -------------------------------------------------------------------------------- /policy/2007/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2007/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2007/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2007/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2007/pic1.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2007/pic1.jpg -------------------------------------------------------------------------------- /policy/2007/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2007/whole.pdf -------------------------------------------------------------------------------- /policy/2007/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | %% Content from http://zhenti.kaoyan.eol.cn/ 3 | %% Format by PythonShell 4 | %% Env: Windows7 with TexLive 2013 5 | \documentclass[a4paper]{book} 6 | 7 | % 设置页边距 8 | \usepackage{geometry} 9 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 10 | 11 | % 中文断行 12 | \XeTeXlinebreaklocale "zh" 13 | \XeTeXlinebreakskip = 0pt plus 1pt 14 | 15 | \input{choice.tex} 16 | 17 | % 设置正文默认字体为SimSun 18 | \usepackage{fontspec} 19 | \setmainfont{SimSun} 20 | 21 | % 设置楷体 22 | \newcommand\fontnamekai{楷体} 23 | \newfontinstance\KAI {\fontnamekai} 24 | \newcommand{\kai}[1]{{\KAI#1}} 25 | 26 | % 设置黑体 27 | \newcommand\fontnamehei{黑体} 28 | \newfontinstance\HEI{\fontnamehei} 29 | \newcommand{\hei}[1]{{\HEI#1}} 30 | 31 | % 设置页眉 32 | \pagestyle{myheadings} 33 | \markboth{PythonShell 工作室}{2007年考研政治试题} 34 | 35 | % 取消缩进 36 | \setlength{\parindent}{0pt} 37 | 38 | \begin{document} 39 | \input{d1} 40 | \input{1} 41 | \input{d2} 42 | \input{2} 43 | \input{d3} 44 | \input{3} 45 | \end{document} 46 | 47 | -------------------------------------------------------------------------------- /policy/2008/1.tex: -------------------------------------------------------------------------------- 1 | 1. 马克思主义哲学与唯心主义哲学、旧唯物主义哲学的根本区别在于 2 | \begin{choices} 3 | \choice0 坚持人的主体地位 4 | \choice0 坚持用辩证发展的观点去认识世界 5 | \choice0 坚持物质第一性、意识第二性 6 | \choice0 坚持从客观的物质实践活动去理解现实世界 7 | \end{choices} 8 | 2. 最近，由多国科学家组成的团队利用一台粒子加速器，让两束原子在一个圆环轨道上做高速运动，发现这些原子自身的时间确实比外界时间慢了。这项实验进一步证明了作为物质运动存在形式的时间具有 9 | \begin{choices} 10 | \choice0 客观性 11 | \choice0 有限性 12 | \choice0 相对性 13 | \choice0 一维性 14 | \end{choices} 15 | 3. 在听完一位成功的企业家讲课后，一些来自企业的学员感到有些失望，便问他：“你讲的那些内容我们也差不多知道，可为什么我们之间的差距会那么大呢？”这位企业家回答说：“那是因为你们仅是知道，而我却做到了，这就是我们的差别。”这句话表明了实践高于理论认识，因为实践具有 16 | \begin{choices} 17 | \choice0 普遍有效性 18 | \choice0 客观规律性 19 | \choice0 主体能动性 20 | \choice0 直接现实性 21 | \end{choices} 22 | 4. “文化蕴藏着巨大的力，这种‘力’不同于物理学上的‘力’，物理的‘力’是人类用来‘化’自然界的，文化的‘力’是用来‘化’自身的。”这一说法表明 23 | \begin{choices} 24 | \choice0 文化具有培育和塑造人的功能 25 | \choice0 文化构造了人的本质 26 | \choice0 文化是社会发展的主导力量 27 | \choice0 文化是历史进步的源泉 28 | \end{choices} 29 | 5. 马克思通过对资本主义生产中价值增殖过程的分析，把雇佣工人的劳动时间分为 30 | \begin{choices} 31 | \choice0 生产使用价值的时间和生产价值的时间 32 | \choice0 转移旧价值的时间和创造新价值的时间 33 | \choice0 生产生产资料价值的时间和生产剩余价值的时间 34 | \choice0 生产劳动力价值的时间和生产剩余价值的时间 35 | \end{choices} 36 | 6. 某块土地，地租为200万元，土地价格为4000万元。若银行存款利息率不变，该土地的地租增加到300万元时，银行存款利息率和土地价格分别是 37 | \begin{choices} 38 | \choice0 5\%、9000万元 39 | \choice0 5\%、6000万元 40 | \choice0 6\%、9000万元 41 | \choice0 6\%、6000万元 42 | \end{choices} 43 | 7. 在完善社会主义市场经济体制过程中，要加快建立覆盖城乡居民的社会保障体系，其基本目标是 44 | \begin{choices} 45 | \choice0 保障人民基本生活 46 | \choice0 促进社会经济增长 47 | \choice0 实现充分就业 48 | \choice0 使更多的劳动者拥有财产性收入 49 | \end{choices} 50 | 8. 在孙中山的思想中，“平均地权”、“节制资本”属于 51 | \begin{choices} 52 | \choice0 民族主义 53 | \choice0 民权主义 54 | \choice0 民生主义 55 | \choice0 民主主义 56 | \end{choices} 57 | 9. 1927年9月下旬，毛泽东率领秋收起义的部队来到江西省永新县三湾村，进行了著名的三湾改编，确立了人民军队建设的根本原则，这一原则是 58 | \begin{choices} 59 | \choice0 党指挥枪 60 | \choice0 官兵平等 61 | \choice0 拥政爱民 62 | \choice0 一切行动听指挥 63 | \end{choices} 64 | 10. 我国对个体手工业进行社会主义改造的主要方式是 65 | \begin{choices} 66 | \choice0 赎买 67 | \choice0 统购统销 68 | \choice0 公私合营 69 | \choice0 合作化 70 | \end{choices} 71 | 11. 我国社会主义改革是一场新的革命，其性质是 72 | \begin{choices} 73 | \choice0 解放生产力，发展生产力 74 | \choice0 社会主义基本制度的根本变革 75 | \choice0 社会主义制度的自我完善和发展 76 | \choice0 建立和完善社会主义市场经济体制 77 | \end{choices} 78 | 12. 党的领导、人民当家作主和依法治国的统一性是由 79 | \begin{choices} 80 | \choice0 社会主义初级阶段的基本国情决定的 81 | \choice0 社会主义国家的本质决定的 82 | \choice0 社会主义根本任务决定的 83 | \choice0 社会主义国家的发展战略决定的 84 | \end{choices} 85 | 13. 为研究和完善国家法定节假日制度，国家有关部门按照国务院的部署，通过有关网站进行问卷调查，并在部分城市进行了电话调查。在广泛进行民意调查的基础上，经过一年多的研究论证，确定了新的节假日调整方案。这体现的执政理论是 86 | \begin{choices} 87 | \choice0 依法执政 88 | \choice0 科学执政 89 | \choice0 民主执政 90 | \choice0 理性执政 91 | \end{choices} 92 | 14. 民族精神是社会主义核心价值体系的重要内容之一，其核心是 93 | \begin{choices} 94 | \choice0 爱国主义 95 | \choice0 团结统一 96 | \choice0 勤劳勇敢 97 | \choice0 自强不息 98 | \end{choices} 99 | 15. 党的十七大报告指出，我国新时期最显著的成就是 100 | \begin{choices} 101 | \choice0 改革开放 102 | \choice0 快速发展 103 | \choice0 建立社会主义市场经济体制 104 | \choice0 给人民带来更多福祉 105 | \end{choices} 106 | 16. 在2007年1月1日欧盟第六次扩大时正式加入欧盟的国家是 107 | \begin{choices} 108 | \choice0 罗马尼亚、波兰 109 | \choice0 保加利亚、罗马尼亚 110 | \choice0 波兰、爱沙尼亚 111 | \choice0 爱沙尼亚、保加利亚 112 | \end{choices} 113 | \vspace{6pt} 114 | -------------------------------------------------------------------------------- /policy/2008/17.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2008/17.jpg -------------------------------------------------------------------------------- /policy/2008/2.tex: -------------------------------------------------------------------------------- 1 | 17. 下边这幅漫画对于我们认识人与自然关系的警示意义在于 2 | \begin{center}\includegraphics[height=4cm]{17.jpg}\end{center} 3 | \begin{choices} 4 | \choice0 人类过分陶醉于对自然界的胜利将受到自然界的报复 5 | \choice0 人与自然关系的紧张来自于不当的人类实践方式 6 | \choice0 人与自然的关系本质上是对立的 7 | \choice0 人类依附于自然是摆脱自身困境的根本出路 8 | \end{choices} 9 | 18. 19世纪英国作家惠兹里特说：“一个除了书本以外一无所知的纯粹学者，必然对书本也是无知的。”与这句话在内涵上相一致的名言还有 10 | \begin{choices} 11 | \choice0 纸上得来终觉浅，绝知此事要躬行 12 | \choice0 尽信书，则不如无书 13 | \choice0 感觉到了的东西我们不能离可理解它，只有理解了的东西才能更深刻地感觉它 14 | \choice0 饱经风霜的老人与缺乏阅历的少年对同一句格言的理解是不同的 15 | \end{choices} 16 | 19. 马克思主义哲学中的辩证法、认识论、历史观在本质上是一致的，体现这种一致性的公式有 17 | \begin{choices} 18 | \choice0 个别——一般——个别 19 | \choice0 实践——认识——实践 20 | \choice0 群众——领导——群众 21 | \choice0 团结——批评——团结 22 | \end{choices} 23 | 20. 随着科学技术和经济全球化的发展，人类的交往活动日益普遍和深化，交往作为人类特有的活动和存在方式，对社会发展具有越来越重要的作用。主要表现在 24 | \begin{choices} 25 | \choice0 交往促进生产力的发展 26 | \choice0 交往推动社会关系的变革和改善 27 | \choice0 交往是科学文化传承和发展的重要途径 28 | \choice0 交往促进人自身的发展 29 | \end{choices} 30 | 21. 同一劳动在同一时间内，当部门劳动生产率提高时会使 31 | \begin{choices} 32 | \choice0 单位商品的价值量降低 33 | \choice0 商品的使用价值量增加 34 | \choice0 单位商品的价值量不变 35 | \choice0 单位商品的价值量提高 36 | \end{choices} 37 | 22. 通过对社会资本简单再生产实现过程中交换关系的分析，可以看出 38 | \begin{choices} 39 | \choice0 Ⅰc是通过第Ⅰ部类内部交换实现的 40 | \choice0 Ⅱ（v+m）是通过第Ⅱ部类内部交换实现的 41 | \choice0 Ⅰ（v+m）是通过和Ⅱ（v+m）交换实现的 42 | \choice0 Ⅰ（v+m）是通过和Ⅱc交换实现的 43 | \end{choices} 44 | 23. 为了保持物价总水平的稳定，国家实施宏观调控可以采取的货币政策手段有 45 | \begin{choices} 46 | \choice0 调整存贷款基准利率 47 | \choice0 调整法定存款准备金库 48 | \choice0 实施物价补贴 49 | \choice0 调整再贴现率 50 | \end{choices} 51 | 24. 为完善社会主义个人收入分配制度，确立生产要素按贡献参与分配是基于 52 | \begin{choices} 53 | \choice0 各种生产要素都能创造价值 54 | \choice0 要素所有权关系在经济上的体现 55 | \choice0 市场经济配置资源的内在要求 56 | \choice0 各种生产要素都具有价值 57 | \end{choices} 58 | 25. 在中国共产党的历史上，对毛泽东思想作出系统概括和阐述的党的文献有 59 | \begin{choices} 60 | \choice0 《关于若干历史问题的决议》 61 | \choice0 刘少奇在七大上所作的《关于修改党的章程的报告》 62 | \choice0 邓小平在八大上所作的《关于修改党的章程的报告》 63 | \choice0 《关于建国以来党的若干历史问题的决议》 64 | \end{choices} 65 | 26. 关于民主革命时期富农身份的界定，下列选项中正确的有 66 | \begin{choices} 67 | \choice0 剥削雇农的剩余劳动，是农村中的资产阶级 68 | \choice0 既是劳动者，又是剥削者 69 | \choice0 自身不劳动，出租土地并放高利贷 70 | \choice0 对雇农的剥削带有浓厚的半封建性 71 | \end{choices} 72 | 27. 新中国建立之际，毛泽东提出的外交方针有 73 | \begin{choices} 74 | \choice0 “一边倒” 75 | \choice0 “反霸权主义” 76 | \choice0 “打扫干净屋子再请客” 77 | \choice0 “另起炉灶” 78 | \end{choices} 79 | 28. 党的十七大报告指出，深入贯彻落实科学发展观，必须坚持 80 | \begin{choices} 81 | \choice0 把发展作为党执政兴国的第一要务 82 | \choice0 以人为本 83 | \choice0 全面协调可持续发展 84 | \choice0 统筹兼顾 85 | \end{choices} 86 | 29. 党的十七大报告指出，十一届三中全会以来，中国共产党坚持马克思主义的思想路线，不断探索和回答的重大理论和实际问题是 87 | \begin{choices} 88 | \choice0 什么是社会主义、怎样建设社会主义 89 | \choice0 什么是现代化、怎样建设现代化 90 | \choice0 建设什么样的党、怎样建设党 91 | \choice0 实现什么样的发展、怎样发展 92 | \end{choices} 93 | 30. 人民代表大会制度是我国的根本政治制度，这是因为 94 | \begin{choices} 95 | \choice0 它直接体现我国人民民主专政的国家性质 96 | \choice0 它能从根本上保证人民当家作主的权力 97 | \choice0 它在制定国家其他各种制度中起着决定性的作用 98 | \choice0 它能使广大人民在国家政治生活中直接行使民主权力 99 | \end{choices} 100 | 31. 2005年，胡锦涛主席就新形势下发展两岸关系提出的原则性意见是 101 | \begin{choices} 102 | \choice0 坚持一个中国的原则决不动摇 103 | \choice0 争取和平统一的努力决不放弃 104 | \choice0 贯彻寄希望于台湾人民的方针决不改变 105 | \choice0 反对“台独”分裂活动决不妥协 106 | \end{choices} 107 | 32. 党的十七大报告指出，高举中国特色社会主义伟大旗帜，最根本的就是要坚持 108 | \begin{choices} 109 | \choice0 中国特色社会主义道路 110 | \choice0 实事求是的思想路线 111 | \choice0 中国特色社会主义理论体系 112 | \choice0 改革开放的战略方针 113 | \end{choices} 114 | 33. 2007年2月，胡锦涛主席在与苏丹总统巴希尔的会谈中提出，处理达尔富尔问题应该 115 | \begin{choices} 116 | \choice0 尊重苏丹的主权和领土完整 117 | \choice0 发挥非盟、联合国的建设性作用 118 | \choice0 有利于促进达尔富尔地区局势稳定 119 | \choice0 通过和平方式解决问题 120 | \end{choices} 121 | \vspace{6pt} 122 | -------------------------------------------------------------------------------- /policy/2008/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2008/answer.pdf -------------------------------------------------------------------------------- /policy/2008/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markright{2008年考研政治答案——PythonShell 工作室} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \begin{tabbing} 34 | 一、单选题\\ 35 | \= 01. D \qquad \= 02. C \qquad \= 03. D \qquad \= 04. A \qquad \= 05. D \qquad \= 06. B \qquad \= 07. A \qquad \= 08. C \qquad \= \\ 36 | \> 09. A \> 10. D \> 11. C \> 12. B \> 13. C \> 14. A \> 15. B \> 16. B\\ 37 | 二、多选题\\ 38 | \> 17. AB \> 18. ABD \> 19. ABC \> 20. ABCD \> 21. AB \> 22. ABD \> 23. ABD \> 24. BC\\ 39 | \> 25. BD \> 26. ABD \> 27. ACD \> 28. ABCD \> 29. ACD \> 30. ABC \> 31. ABCD \> 32. AC\> 33. ABCD\\ 40 | \end{tabbing} 41 | \end{document} 42 | 43 | -------------------------------------------------------------------------------- /policy/2008/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2008/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2008/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2008/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2008/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2008/whole.pdf -------------------------------------------------------------------------------- /policy/2008/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | %% Content from http://zhenti.kaoyan.eol.cn/ 3 | %% Format by PythonShell 4 | %% Env: Windows7 with TexLive 2013 5 | \documentclass[a4paper]{book} 6 | 7 | % 设置页边距 8 | \usepackage{geometry} 9 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 10 | 11 | % 中文断行 12 | \XeTeXlinebreaklocale "zh" 13 | \XeTeXlinebreakskip = 0pt plus 1pt 14 | 15 | \input{choice.tex} 16 | 17 | % 设置正文默认字体为SimSun 18 | \usepackage{fontspec} 19 | \setmainfont{SimSun} 20 | 21 | % 设置楷体 22 | \newcommand\fontnamekai{楷体} 23 | \newfontinstance\KAI {\fontnamekai} 24 | \newcommand{\kai}[1]{{\KAI#1}} 25 | 26 | % 设置黑体 27 | \newcommand\fontnamehei{黑体} 28 | \newfontinstance\HEI{\fontnamehei} 29 | \newcommand{\hei}[1]{{\HEI#1}} 30 | 31 | % 设置页眉 32 | \pagestyle{myheadings} 33 | \markboth{PythonShell 工作室}{2008年考研政治试题} 34 | 35 | % 取消缩进 36 | \setlength{\parindent}{0pt} 37 | 38 | \begin{document} 39 | \input{d1} 40 | \input{1} 41 | \input{d2} 42 | \input{2} 43 | \input{d3} 44 | \input{3} 45 | \end{document} 46 | 47 | -------------------------------------------------------------------------------- /policy/2009/1.tex: -------------------------------------------------------------------------------- 1 | 1. 物质和意识的对立只有在非常有限的范围内才有绝对的意义，超过这个范围便是相对的了，这个范围是指 2 | \begin{choices} 3 | \choice0 物质和意识何者为第一性 4 | \choice0 物质和意识是否具有统一性 5 | \choice0 物质和意识何者更为重要 6 | \choice0 物质和意识何者与社会生活的关系更密切 7 | \end{choices} 8 | 2. 1978年关于真理标准大讨论是一场新的思想解放运动。实践之所以成为检验真理的唯一标准是由 9 | \begin{choices} 10 | \choice0 真理的主观性和实践的客观性所要求的 11 | \choice0 真理的相对性和实践的决定性所预设的 12 | \choice0 真理的属性和实践的功能所规定的 13 | \choice0 真理的本性和实践的特点所决定的 14 | \end{choices} 15 | 16 | 3. 近年来，马克思的《资本论》在西方一些国家销量大增。列宁曾说，马克思的《资本论》的成就之所以如此之大，是由于这本书使读者看到整个资本主义社会形态是个活生生的形态，既有“骨骼”，又有“血肉”。人类社会作为一种活的有机体，其“骨骼”系统是指 17 | \begin{choices} 18 | \choice0 地理环境、人口因素和生产方式等社会物质生活条件 19 | \choice0 与一定的生产力相适应的生产关系 20 | \choice0 建立在一定经济基础之上的政治法律制度及设施 21 | \choice0 由政治法律思想、道德、宗教、哲学等构成的社会意识形态 22 | \end{choices} 23 | 4. 卢梭在《论人类不平等的起源和基础》中说道：“我认为，在人类的一切知识中，最有用但也最不完善的知识就是关于人的知识。”马克思的唯物史观破解了人是什么这一“司芬克斯之谜”，马克思在《关于费尔巴哈的提纲》中指出，人的本质在其现实性上是 24 | \begin{choices} 25 | \choice0 自然属性和社会属性的内在统一 26 | \choice0 所有人共同属性的概括 27 | \choice0 一切社会关系的总和 28 | \choice0 自由理性的外化 29 | \end{choices} 30 | 5. 流通中的货币需要量是考察经济生活运行的一项重要指标，假设某国去年的商品价格总额为24万亿元，流通中需要的货币量为3万亿元，若今年该国商品价格总额增长10\%，其他条件不变，今年流通中需要的货币量为 31 | \begin{choices} 32 | \choice0 4.2万亿元 33 | \choice0 3.5万亿元 34 | \choice0 3.3万亿元 35 | \choice0 2.4万亿元 36 | \end{choices} 37 | 6. 国家垄断资本主义条件下，政府对经济生活进行干预和调节的实质是 38 | \begin{choices} 39 | \choice0 维护垄断资产阶级的整体利益和长远利益 40 | \choice0 维持资本主义经济稳定增长 41 | \choice0 消除或防止经济危机的爆发 42 | \choice0 提高资本主义社会的整体福利水平 43 | \end{choices} 44 | 7. 某钢铁厂因铁矿石价格上涨，增加了该厂的预付资本数量，这使得该厂的资本构成发生了变化，所变化的资本构成是 45 | \begin{choices} 46 | \choice0 资本技术构成 47 | \choice0 资本价值构成 48 | \choice0 资本物质构成 49 | \choice0 资本有机构成 50 | \end{choices} 51 | 8. 1925年毛泽东在《中国社会各阶级的分析》中指出，中国过去一切革命斗争成效甚少，其基本原因就是 52 | \begin{choices} 53 | \choice0 没有找到革命的新道路 54 | \choice0 没有扩大民主主义宣传 55 | \choice0 没有到群众中做实际的调查 56 | \choice0 没有团结真正的朋友以攻击真正的敌人 57 | \end{choices} 58 | 9. 延安时期，毛泽东写下了著名的《实践论》《矛盾论》，主要是为了克服党内严重的 59 | \begin{choices} 60 | \choice0 经验主义 61 | \choice0 冒险主义 62 | \choice0 机会主义 63 | \choice0 教条主义 64 | \end{choices} 65 | 10. 中共七届二中全会后，党制定和实行的新民主主义经济建设的方针政策是 66 | \begin{choices} 67 | \choice0 既反保守又反冒进，在综合平衡中稳步前进 68 | \choice0 公私兼顾、劳资两利、城乡互助、内外交流 69 | \choice0 调整、巩固、充实、提高 70 | \choice0 实现速度、结构、质量的统一 71 | \end{choices} 72 | 11. 科学发展观的根本方法是 73 | \begin{choices} 74 | \choice0 把发展作为第一要义 75 | \choice0 以人为本 76 | \choice0 统筹兼顾 77 | \choice0 全面协调可持续 78 | \end{choices} 79 | 12. 社会主义新农村建设的中心环节是 80 | \begin{choices} 81 | \choice0 生产发展 82 | \choice0 生活宽裕 83 | \choice0 乡风文明 84 | \choice0 管理民主 85 | \end{choices} 86 | 13. 马克思主义中国化理论成果的精髓是 87 | \begin{choices} 88 | \choice0 理论联系实际 89 | \choice0 解放思想 90 | \choice0 实事求是 91 | \choice0 与时俱进 92 | \end{choices} 93 | 14. 2008年5月28日，中共中央总书记胡锦涛和中国国民党主席吴伯雄在北京人民大会堂举行了两党在新形势下的首次会谈，此次会谈 94 | \begin{choices} 95 | \choice0 就促进两岸关系改善和发展达成广泛共识 96 | \choice0 开启了国共两党对话先声 97 | \choice0 发布了“两岸和平发展共同愿景” 98 | \choice0 签署了《海峡两岸包机会谈纪要》 99 | \end{choices} 100 | 15. 2008年9月25日，我国“神舟七号”航天飞船成功飞入太空，首次实现了 101 | \begin{choices} 102 | \choice0 载人飞行 103 | \choice0 绕月探测 104 | \choice0 天地对话 105 | \choice0 出舱活动 106 | \end{choices} 107 | 16. 在2008年4月中旬举行的尼泊尔制宪会议选举上，一举成为第一大党的是 108 | \begin{choices} 109 | \choice0 尼泊尔共产党（联合马列） 110 | \choice0 尼泊尔共产党（毛主义） 111 | \choice0 尼泊尔大会党 112 | \choice0 尼泊尔民族主义党 113 | \end{choices} 114 | \vspace{6pt} 115 | -------------------------------------------------------------------------------- /policy/2009/35.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2009/35.jpg -------------------------------------------------------------------------------- /policy/2009/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2009/answer.pdf -------------------------------------------------------------------------------- /policy/2009/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markright{2009年考研政治答案——PythonShell 工作室} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \begin{tabbing} 34 | 一、单选题\\ 35 | \= 01. A \qquad \= 02. D \qquad \= 03. B \qquad \= 04. C \qquad \= 05. C \qquad \= 06. A \qquad \= 07. B \qquad \= 08. D \qquad \= \\ 36 | \> 09. D \> 10. B \> 11. C \> 12. A \> 13. C \> 14. A \> 15. D \> 16. B\\ 37 | 二、多选题\\ 38 | \> 17. ABCD \> 18. ACD \> 19. AC \> 20. AB \> 21. BCD \> 22. ACD \> 23. BCD \> 24. ACD\\ 39 | \> 25. BCD \> 26. BC \> 27. ABC \> 28. ABD \> 29. BD \> 30. ABC \> 31. ABCD \> 32. ABD\> 33. BCD\\ 40 | \end{tabbing} 41 | \end{document} 42 | 43 | -------------------------------------------------------------------------------- /policy/2009/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2009/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2009/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2009/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2009/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2009/whole.pdf -------------------------------------------------------------------------------- /policy/2009/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | %% Content from http://zhenti.kaoyan.eol.cn/ 3 | %% Format by PythonShell 4 | %% Env: Windows7 with TexLive 2013 5 | \documentclass[a4paper]{book} 6 | 7 | % 设置页边距 8 | \usepackage{geometry} 9 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 10 | 11 | % 中文断行 12 | \XeTeXlinebreaklocale "zh" 13 | \XeTeXlinebreakskip = 0pt plus 1pt 14 | 15 | \input{choice.tex} 16 | 17 | % 设置正文默认字体为SimSun 18 | \usepackage{fontspec} 19 | \setmainfont{SimSun} 20 | 21 | % 设置楷体 22 | \newcommand\fontnamekai{楷体} 23 | \newfontinstance\KAI {\fontnamekai} 24 | \newcommand{\kai}[1]{{\KAI#1}} 25 | 26 | % 设置黑体 27 | \newcommand\fontnamehei{黑体} 28 | \newfontinstance\HEI{\fontnamehei} 29 | \newcommand{\hei}[1]{{\HEI#1}} 30 | 31 | % 设置页眉 32 | \pagestyle{myheadings} 33 | \markboth{PythonShell 工作室}{2009年考研政治试题} 34 | 35 | % 取消缩进 36 | \setlength{\parindent}{0pt} 37 | 38 | \begin{document} 39 | \input{d1} 40 | \input{1} 41 | \input{d2} 42 | \input{2} 43 | \input{d3} 44 | \input{3} 45 | \end{document} 46 | 47 | -------------------------------------------------------------------------------- /policy/2010/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2010/answer.pdf -------------------------------------------------------------------------------- /policy/2010/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markright{2010年考研政治答案——PythonShell 工作室} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \begin{tabbing} 34 | 一、单选题\\ 35 | \= 01. A \qquad \= 02. C \qquad \= 03. D \qquad \= 04. C \qquad \= 05. A \qquad \= 06. D \qquad \= 07. A \qquad \= 08. C \qquad \= \\ 36 | \> 09. B \> 10. B\> 11. B\> 12. C\> 13. B\> 14. A\> 15. D\> 16. D\\ 37 | 二、多选题\\ 38 | \> 17. ACD\> 18. CD\> 19. ACD\> 20. BCD\> 21. ABC\> 22. ABD\> 23. ABCD\> 24. BCD\\ 39 | \> 25. ACD\> 26. ABD\> 27. ABCD\> 28. ABD\> 29. ACD\> 30. ABCD\> 31. BD\> 32. ABCD\> 33. ABC\\ 40 | \end{tabbing} 41 | \end{document} 42 | 43 | -------------------------------------------------------------------------------- /policy/2010/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2010/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2010/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2010/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2010/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2010/whole.pdf -------------------------------------------------------------------------------- /policy/2010/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | %% Content from http://zhenti.kaoyan.eol.cn/ 3 | %% Format by PythonShell 4 | %% Env: Windows7 with TexLive 2013 5 | \documentclass[a4paper]{book} 6 | 7 | % 设置页边距 8 | \usepackage{geometry} 9 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 10 | 11 | % 中文断行 12 | \XeTeXlinebreaklocale "zh" 13 | \XeTeXlinebreakskip = 0pt plus 1pt 14 | 15 | \input{choice.tex} 16 | 17 | % 设置正文默认字体为SimSun 18 | \usepackage{fontspec} 19 | \setmainfont{SimSun} 20 | 21 | % 设置楷体 22 | \newcommand\fontnamekai{楷体} 23 | \newfontinstance\KAI {\fontnamekai} 24 | \newcommand{\kai}[1]{{\KAI#1}} 25 | 26 | % 设置黑体 27 | \newcommand\fontnamehei{黑体} 28 | \newfontinstance\HEI{\fontnamehei} 29 | \newcommand{\hei}[1]{{\HEI#1}} 30 | 31 | % 设置页眉 32 | \pagestyle{myheadings} 33 | \markboth{PythonShell 工作室}{2010年考研政治试题} 34 | 35 | % 取消缩进 36 | \setlength{\parindent}{0pt} 37 | 38 | \begin{document} 39 | \input{d1} 40 | \input{1} 41 | \input{d2} 42 | \input{2} 43 | \input{d3} 44 | \input{3} 45 | \end{document} 46 | 47 | -------------------------------------------------------------------------------- /policy/2011/2011.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2011/2011.jpg -------------------------------------------------------------------------------- /policy/2011/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2011/answer.pdf -------------------------------------------------------------------------------- /policy/2011/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markright{2011年考研政治答案——PythonShell 工作室} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \begin{tabbing} 34 | 一、单选题\\ 35 | \= 01. C\qquad \= 02. D\qquad \= 03. D\qquad \= 04. B\qquad \= 05. A\qquad \= 06. C\qquad \= 07. A\qquad \= 08. A\qquad \= \\ 36 | \> 09. B\> 10. B\> 11. B\> 12. C\> 13. C\> 14. D\> 15. D\> 16. A\\ 37 | 二、多选题\\ 38 | \> 17. AB\> 18. ABC\> 19. AB\> 20. CD\> 21. AC\> 22. ABC\> 23. ABCD\> 24. ACD\\ 39 | \> 25. ABCD\> 26. BCD\> 27. BD\> 28. AC\> 29. BCD\> 30. ACD\> 31. AB\> 32. ABCD\> 33. ABCD\\ 40 | \end{tabbing} 41 | 42 | 34. 43 | 44 | （1）实践是人的存在方式，是人与自然分化与统一的现实基础，如何合理地处理垃圾是人们实践活动方式和水平的反映。（3分）垃圾成为废物是由于人类实践活动方式不当（即放错位置）所造成的。我们必须转变实践活动方式，合理地调节人与自然之间的物质变换。（2分） 45 | 46 | （2）矛盾是普遍存在的。生产活动中出现垃圾是不可避免的。我们要正视矛盾，只有在正确认识和解决矛盾当中才能推动事物发展。（2分），把垃圾“变废为宝”可以有多种方法，垃圾分类就是一种有效的“出路”。（3分） 47 | 48 | 35. 49 | 50 | （1） 51 | 52 | 36. 53 | 54 | 37. 55 | 56 | 38. 57 | 58 | 59 | 60 | \end{document} 61 | 62 | -------------------------------------------------------------------------------- /policy/2011/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2011/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2011/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2011/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2011/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2011/whole.pdf -------------------------------------------------------------------------------- /policy/2011/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | %% Content from http://zhenti.kaoyan.eol.cn/ 3 | %% Format by PythonShell 4 | %% Env: Windows7 with TexLive 2013 5 | \documentclass[a4paper]{book} 6 | 7 | % 设置页边距 8 | \usepackage{geometry} 9 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 10 | 11 | % 中文断行 12 | \XeTeXlinebreaklocale "zh" 13 | \XeTeXlinebreakskip = 0pt plus 1pt 14 | 15 | \input{choice.tex} 16 | 17 | % 设置正文默认字体为SimSun 18 | \usepackage{fontspec} 19 | \setmainfont{SimSun} 20 | 21 | % 设置楷体 22 | \newcommand\fontnamekai{楷体} 23 | \newfontinstance\KAI {\fontnamekai} 24 | \newcommand{\kai}[1]{{\KAI#1}} 25 | 26 | % 设置黑体 27 | \newcommand\fontnamehei{黑体} 28 | \newfontinstance\HEI{\fontnamehei} 29 | \newcommand{\hei}[1]{{\HEI#1}} 30 | 31 | % 设置页眉 32 | \pagestyle{myheadings} 33 | \markboth{PythonShell 工作室}{2011年考研政治试题} 34 | 35 | % 取消缩进 36 | \setlength{\parindent}{0pt} 37 | 38 | \begin{document} 39 | \input{d1} 40 | \input{1} 41 | \input{d2} 42 | \input{2} 43 | \input{d3} 44 | \input{3} 45 | \end{document} 46 | 47 | -------------------------------------------------------------------------------- /policy/2012/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2012/answer.pdf -------------------------------------------------------------------------------- /policy/2012/answer.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{article} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markright{2012年考研政治答案——PythonShell 工作室} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \begin{tabbing} 34 | 一、单选题\\ 35 | \= 01. A \qquad \= 02. B \qquad \= 03. B \qquad \= 04. C \qquad \= 05. D \qquad \= 06. D \qquad \= 07. A \qquad \= 08. B \qquad \=\\ 36 | \> 09. D \> 10. C \> 11. B \> 12. D \> 13. A \> 14. C \> 15. D \> 16. C \\ 37 | 二、多选题\\ 38 | \> 17. BCD \> 18. ABC \> 19. CD \> 20. ABD \> 21. ABCD \> 22. ABD \> 23. ABD \> 24. ABD \\ 39 | \> 25. ABCD \> 26. BC \> 27. ABC \> 28. AC \> 29. ABCD \> 30. ACD \> 31. ABCD \> 32. ABC \> 33. BCD 40 | \end{tabbing} 41 | 42 | 34. 43 | 44 | （1）任何事物都是共性和个性的统一，共性寓于个性之中，个性中包含共性。（2分）人们的认识就是从个别到一般再到个别的过程。碎花瓶理论是对碎花瓶这一个别事物中所包含的一般特征的概括和反映，这就使得人们能够举一反三地认识和处理其他事物。（2分） 45 | 46 | （2）真理和谬误是辩证统一的，它们相互依存、相互贯通。真理中包含着某些以后会暴露出来的错误的方面或者因素，错误中也隐藏着以后会显露出来的真理的成分或者萌芽。（2分）“世界上没有真正的错误，只有被忽略的智慧”并不是抹杀真理和错误之间的区别，而是指没有单纯的绝对的错误，是指由此看来不能辩证地对待错误而失去在错误中发现真理的可能。（2分） 47 | 48 | （3）创新意识在我们认识世界和改造世界中具有重要作用。增强创新意识一要注重实践，从中汲取智慧；二要辩证思维，全面地发展地看问题。透过现象揭示本质，善于从偶然中发现必然。（4分） 49 | 50 | 35. 51 | 52 | （1）全国人大常委会吸收各方意见，对草案相关条款做出修改，既是人民代表大会制度集中人民共同意志、保障人名根本利益的体现，也是民主立法、科学立法的体现。全国人大常委会向全社会公开征求意见，是对人民知情权、参与权、表达权、监督权的尊重。人民群众踊跃发表意见、建言献策，是公民积极有序参与国家决策的体现。 53 | 54 | （2）加大收入分配调节力度，合理调整收入分配格局，缓解和缩小收入分配差距，解决收入分配不公问题，坚持发展成果由人民共享，是我国当前收入分配制度改革的基本趋向。此次个税法的修改，紧紧抓住了个人收入分配制度改革这个当前人民群众最直接、最现实的利益问题。现阶段合理调整收入分配格局的基本要求是：着力提高低收入者收入，努力扩大中等收入者的比重，有效调节过高收入。此次个税法的修改，较好地贯彻了这一要求。 55 | 56 | 36. 57 | 58 | （1）从世界范围看，19世纪末20世纪初，民族民主革命已经成为世界潮流；由于帝国主义的侵略，清王朝的腐朽无能，使民族危机日益加深、社会矛盾不断激化；清王朝已成为中国经济发展和社会进步的主要障碍。革命的目的不只是要推翻清王朝的统治，而且要在中国建立共和制度，因此即使是汉族人当皇帝，也必须革命。 59 | 60 | （2）中国共产党人继承了孙中山先生开创的民族民主革命，取得了新民主主义革命胜利，建立了中华人民共和国，实现了民族独立、人民解放；中国共产党人继承了孙中山先生建立民主共和国的理想，实现了从新民主主义社会到社会主义社会的转变，确立了社会主义基本制度；中国共产党人继承了孙中山振兴中华的理想，开展了大规模社会主义建设，进行了改革开放新的为大革命，中国特色社会主义事业取得了巨大成就，中华民族伟大复兴展现出光明前景。 61 | 62 | 37. 63 | 64 | （1）诚信在道德体系中具有重要地位，诚信是为人之道，立足之本，人无信不立。诚实守信是公民道德建设的重点，是中华民族的传统美德。在发展社会主义市场经济、构建社会主义和谐社会的过程中，更加需要大力倡导诚实守信的美德。首先，诚实守信是市场经济条件下经济活动的一项基本道德准则。市场经济越发达，对诚实守信的道德要求就越高。其次，诚实守信是职业道德的一项基本要求。最后，诚实守信是做人的一项基本道德准则。 65 | 66 | 在“信义兄弟”事件中，孙家和工友都表现出诚信为本的美德。哥哥、弟弟、母亲都讲诚信，工友以诚相待，体现出诚实守信的优良品德。“信义兄弟”之举体现了诚信美德的凝聚力和影响力。 67 | 68 | （2）法律与道德互为补充，相辅相成，二者统一于社会发展和社会管理中，缺一不可。道德规范作用的更好发挥，需要法律支持；而法律作用的更好实现，则需要以道德建设为重要条件。良好社会秩序的形成、巩固和发展，要靠道德，也要靠法律。 69 | 70 | 诚实信用是我国民法的一项基本原则。法律要求民事主体从事民事活动、行使民事权利或履行民事义务时，应善意无欺，讲求信用；不规避法律和约定。在民事法律关系中，民事主体必须信守合同，依法行使权力，履行义务，坚守信用原则。 71 | 72 | 孙家虽然惨遭不幸，仍履行了按时发放工钱的承诺，这是诚实信用法律精神的要求和体现。 73 | 74 | 38. 75 | 76 | 经济全球化深入发展，中国与世界的联系日益紧密。随着中国经济实力的提升，国际影响力日益广泛，但西方一些国家和民众长期以来对中国缺乏了解，心存疑虑和误解，甚至有着根深蒂固的偏见。只有主动融入世界、加强沟通、增进了解、建立互信，才能消除误解，让世界了解一个全面真实的中国。 77 | 78 | \end{document} 79 | 80 | -------------------------------------------------------------------------------- /policy/2012/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2012/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2012/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2012/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，第34小题12分，第35、36、37小题每题10分，第38小题8分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2012/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2012/whole.pdf -------------------------------------------------------------------------------- /policy/2012/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{book} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markboth{PythonShell 工作室}{2012年考研政治试题} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \input{d1} 34 | \input{1} 35 | \input{d2} 36 | \input{2} 37 | \input{d3} 38 | \input{3} 39 | \end{document} 40 | 41 | -------------------------------------------------------------------------------- /policy/2013/1.tex: -------------------------------------------------------------------------------- 1 | 1. 有一副对联，上联是“桔子洲，洲旁舟，舟行洲不行”，下联是“天心阁，阁中鸽，鸽飞阁不飞。”这形象地说明了运动和静止是相互联系的。静止是% 2 | \begin{choices} 3 | \choice0 运动的普遍状态 4 | \choice0 运动的内在原因 5 | \choice0 运动的衡量尺度 6 | \choice0 运动的存在方式 7 | \end{choices} 8 | 9 | 2. 一位机械工程专家讲过这样一件事：“文革”中，他在某地劳动，有一天公社派他去割羊草。他没养过羊，怎么认得羊草呢？但终于一个办法出来了。他把羊牵出去，看羊吃什么就割什么。不到半天就割回了羊草。这位专家之所以这样做是因为他认识到，“羊吃草”与“割羊草”两者之间存在着 10 | \begin{choices} 11 | \choice0 因果联系 12 | \choice0 必然联系 13 | \choice0 主观联系 14 | \choice0 本质联系 15 | \end{choices} 16 | 17 | 3. 《资本论》中有这样的表述：“对上衣来说，无论是裁缝自己穿还是他的顾客穿，都是一样的。”这主要是因为无论谁穿 18 | \begin{choices} 19 | \choice0 上衣都是抽象劳动的结果 20 | \choice0 上衣都起着价值的作用 21 | \choice0 上衣都起着使用价值的作用 22 | \choice0 上衣都是社会劳动的结果 23 | \end{choices} 24 | 4. 某资本家投资100万元，每次投资所获得的利润为25万元，假定其资本有机构成为4：1，那么该资本家每次投资所实现的剩余价值率为 25 | \begin{choices} 26 | \choice0 100\% 27 | \choice0 75\% 28 | \choice0 50\% 29 | \choice0 125\% 30 | \end{choices} 31 | 5. 当今世界是开放的世界，中国的发展离不开世界，实行对外开放是我国的一项基本国策。坚持这一基本国策的立足点是 32 | \begin{choices} 33 | \choice0 相互借鉴，求同存异 34 | \choice0 多元平衡，共同发展 35 | \choice0 内外联动，互惠互利 36 | \choice0 独立自主，自力更生 37 | \end{choices} 38 | 6. 公益性文化事业是保障公民基本文化权益的重要途径，大力发展公益性文化事业，始终坚持放在首位的是 39 | \begin{choices} 40 | \choice0 繁荣文化市场 41 | \choice0 经济效益 42 | \choice0 社会效益 43 | \choice0 创新文化体制 44 | \end{choices} 45 | 7. 近年来，为了缩小我国居民在收入分配方面存在的差距，党和政府做出了巨大努力，如提高个税起征点、提高企业退休人员基本养老金、提高国家扶贫标准和城乡低保补助水平等，这些举措体现了 46 | \begin{choices} 47 | \choice0 劳动报酬在初次分配中比重提高 48 | \choice0 再分配更加注重公平 49 | \choice0 初次分配注重效率 50 | \choice0 各种生产要素参与分配 51 | \end{choices} 52 | 8.党的十八大报告提出为确保实现全面建成小康社会的宏伟目标到2020年，在实现国内生产总值比2010年翻一番的同时，还要实现翻一番的是 53 | \begin{choices} 54 | \choice0 城乡居民人均收入 55 | \choice0 城乡居民可支配收入 56 | \choice0 国民收入 57 | \choice0 财政收入 58 | \end{choices} 59 | 9. 甲午战争后，维新运动迅速兴起，针对洋务派提出的维新派指出，“体”与“用”是不可分的。中学有中学的“体”与，的“体”与“用”，把中学之“体”与西学之“用”凑在一起，就用”一样荒谬。维新派与洋务派分歧的实质是 60 | \begin{choices} 61 | \choice0 要不要社会革命 62 | \choice0 要不要以革命手段推翻清政府 63 | \choice0 要不要在中国兴办近代企业 64 | \choice0 要不要学习西方的 65 | \end{choices} 66 | 10. 1948年10月2日，刘少奇同志在同华北记者团谈话时，故事：巨人安泰是地神之子，他在同对手搏斗时，只要大地母亲那里不断吸取力量，所向无敌；但是，只要他毫无力量。他的对手赫拉克勒斯发现了他的这一特征，把他举到半空中将他扼死。刘少奇借用这一神话故事始终要 67 | \begin{choices} 68 | \choice0 坚持力量联系实际 69 | \choice0 保持党的方针政策的正确 70 | \choice0 保持对敌人的高度警惕 71 | \choice0 保持同人民群众的 72 | \end{choices} 73 | 11.全面提高公民道德素质，要坚持依法治国，以德治国 公德，职业道德，家庭美德，个人品德教育，弘扬中华传统 新风。下列选项中，即是道德规范又是法律原则的是 74 | \begin{choices} 75 | \choice0 爱岗敬业 76 | \choice0 诚实守信 77 | \choice0 助人为乐 78 | \choice0 勤俭持家 79 | \end{choices} 80 | 12.我们要大力弘扬的时代精神是当代人民精神风貌的集中 力的强大力量。时代精神内涵十分丰富，其核心是 81 | \begin{choices} 82 | \choice0 国际主义 83 | \choice0 集体主义 84 | \choice0 改革创新 85 | \choice0 开拓进取 86 | \end{choices} 87 | 13.个体的人生活动不仅具有满足自我需要的价值属性，还必然包含着满足社会需要的价值属性。个人的需要能不能从社会中得到满足没，在多大程度上得到满足，取决于他的 88 | \begin{choices} 89 | \choice0 社会影响 90 | \choice0 社会价值 91 | \choice0 社会地位 92 | \choice0 社会理想 93 | \end{choices} 94 | 14. “和为贵”是中华民族的传统美德，采用调解的方法解决纠纷，有利于社会和谐。调解可以在诉讼程序外进行，也可以在诉讼程序内进行，诉讼中调解是指 95 | \begin{choices} 96 | \choice0 人民调解 97 | \choice0 行政调解 98 | \choice0 司法调解 99 | \choice0 仲裁调解 100 | \end{choices} 101 | 15. 2012年6月27日，中国宣布在南海地区对外开放九个海上区块，供与外国公司合作勘探开发。此外，海南省宣布将西沙群岛的四个区域划定为文化遗产保护区。这些决定联同设立三沙市构成了中国加强在南海地区维护主权的“组合行动”。中国在南海问题上的一贯主张是 102 | \begin{choices} 103 | \choice0 使南海问题长期化 104 | \choice0 推动南海问题国际化 105 | \choice0 搁置争议，共同开发 106 | \choice0 建立“南海和平自由友谊合作区” 107 | \end{choices} 108 | 16. 2012年9月25日，第67届联合国大会一般性辩论在纽约联合国总部开幕。针对错综复杂的国际形势和此起彼伏的地区动荡及热点问题，本次辩论的主题是 109 | \begin{choices} 110 | \choice0 改善全球经济治理 111 | \choice0 携手推动各国普遍安全与共同发展 112 | \choice0 增强联合国维和作用 113 | \choice0 以和平方式调解或解决国际争端或局势 114 | \end{choices} 115 | \vspace{6pt} 116 | -------------------------------------------------------------------------------- /policy/2013/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2013/answer.pdf -------------------------------------------------------------------------------- /policy/2013/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2013/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2013/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2013/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2013/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2013/whole.pdf -------------------------------------------------------------------------------- /policy/2013/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{book} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markboth{PythonShell 工作室}{2013年考研政治试题} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \input{d1} 34 | \input{1} 35 | \input{d2} 36 | \input{2} 37 | \input{d3} 38 | \input{3} 39 | \end{document} 40 | 41 | -------------------------------------------------------------------------------- /policy/2014/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2014/answer.pdf -------------------------------------------------------------------------------- /policy/2014/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2014/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2014/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2014/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2014/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2014/whole.pdf -------------------------------------------------------------------------------- /policy/2014/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | \documentclass[a4paper]{book} 3 | 4 | % 设置页边距 5 | \usepackage{geometry} 6 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 7 | 8 | % 中文断行 9 | \XeTeXlinebreaklocale "zh" 10 | \XeTeXlinebreakskip = 0pt plus 1pt 11 | 12 | \input{choice.tex} 13 | 14 | \usepackage{fontspec} 15 | \setmainfont{SimSun} % 设置正文默认字体为SimSun 16 | 17 | \newcommand\fontnamekai{楷体} % 设置楷体 18 | \newfontinstance\KAI {\fontnamekai} 19 | \newcommand{\kai}[1]{{\KAI#1}} 20 | 21 | \newcommand\fontnamehei{黑体} % 设置黑体 22 | \newfontinstance\HEI{\fontnamehei} 23 | \newcommand{\hei}[1]{{\HEI#1}} 24 | 25 | % 设置页眉 26 | \pagestyle{myheadings} 27 | \markboth{PythonShell 工作室}{2014年考研政治试题} 28 | 29 | % 取消缩进 30 | \setlength{\parindent}{0pt} 31 | 32 | \begin{document} 33 | \input{d1} 34 | \input{1} 35 | \input{d2} 36 | \input{2} 37 | \input{d3} 38 | \input{3} 39 | \end{document} 40 | 41 | -------------------------------------------------------------------------------- /policy/2015/answer.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2015/answer.pdf -------------------------------------------------------------------------------- /policy/2015/choice.tex: -------------------------------------------------------------------------------- 1 | %% code include by PythonShell 2 | %% From http://tex.stackexchange.com/questions/140923/how-to-automatically-align-the-four-choices-of-a-multiple-choice-question-in-exa 3 | %% thanks to the author ollydbg23 @ stackexchange 4 | %% some tiny modifies from PythonShell 5 | %% 2014-01-08 6 | 7 | \usepackage{environ} 8 | \newlength{\choiceslen} 9 | 10 | \newif\ifshowcorrect 11 | \newcounter{choices} 12 | \newcommand{\choicefinal}[1]{% 13 | \ifnum\value{choices}>0 \hfill\fi\egroup 14 | \hspace{0pt}% 15 | \hbox to\choiceslen 16 | \bgroup 17 | \stepcounter{choices}% 18 | \ifcase#1\relax 19 | (\Alph{choices})% 20 | \else 21 | \ifshowcorrect 22 | \expandafter\underline 23 | \fi 24 | {(\Alph{choices})}% 25 | \fi\space} 26 | \newcommand{\choicetemp}[1]{\stepcounter{choices}\space(\Alph{choices})\cr} 27 | 28 | \NewEnviron{choices} 29 | {\setcounter{choices}{0}% 30 | \let\choice\choicetemp 31 | \settowidth{\choiceslen}{\vbox{\halign{##\hfil\cr\BODY\crcr}}} 32 | \ifdim\choiceslen>.5\textwidth 33 | \setlength{\choiceslen}{\textwidth}% 34 | \else 35 | \ifdim\choiceslen>.25\textwidth 36 | \setlength{\choiceslen}{.5\textwidth}% 37 | \else 38 | \setlength{\choiceslen}{.25\textwidth}% 39 | \fi 40 | \fi 41 | \let\choice\choicefinal 42 | \setcounter{choices}{0}% 43 | \begin{flushleft} 44 | \bgroup\BODY\hfill\egroup 45 | \end{flushleft}} -------------------------------------------------------------------------------- /policy/2015/d1.tex: -------------------------------------------------------------------------------- 1 | \hei{一、单项选择题：}\kai{1～16小题，每小题1分，共16分。下列每题给出的四个选项中，只有一个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2015/d2.tex: -------------------------------------------------------------------------------- 1 | \hei{二、多项选择题：}\kai{17～33题，每小题2分，共34分。下列每题给出的四个选项中，至少有两个选项是符合题目要求的。请在答题卡上将所选项的字母涂黑。多选或少选均不得分。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2015/d3.tex: -------------------------------------------------------------------------------- 1 | \hei{三、分析题：}\kai{34～38小题，每小题10分，共50分。要求结合所学知识分析材料并回答问题。将答案写在答题纸指定位置上。} 2 | 3 | \vspace{6pt} 4 | -------------------------------------------------------------------------------- /policy/2015/whole.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/PythonShell/KaoYanZhenTi/68c30851d8c288d0680a7885ff97d29a8c366132/policy/2015/whole.pdf -------------------------------------------------------------------------------- /policy/2015/whole.tex: -------------------------------------------------------------------------------- 1 | %!Tex Program = xelatex 2 | %% Content from http://zhenti.kaoyan.eol.cn/ 3 | %% Format by PythonShell 4 | %% Env: Windows7 with TexLive 2013 5 | \documentclass[a4paper]{book} 6 | 7 | % 设置页边距 8 | \usepackage{geometry} 9 | \geometry{left=2cm, right=2cm, top=2.5cm, bottom=1cm} 10 | 11 | % 中文断行 12 | \XeTeXlinebreaklocale "zh" 13 | \XeTeXlinebreakskip = 0pt plus 1pt 14 | 15 | \input{choice.tex} 16 | 17 | % 设置正文默认字体为SimSun 18 | \usepackage{fontspec} 19 | \setmainfont{SimSun} 20 | 21 | % 设置楷体 22 | \newcommand\fontnamekai{楷体} 23 | \newfontinstance\KAI {\fontnamekai} 24 | \newcommand{\kai}[1]{{\KAI#1}} 25 | 26 | % 设置黑体 27 | \newcommand\fontnamehei{黑体} 28 | \newfontinstance\HEI{\fontnamehei} 29 | \newcommand{\hei}[1]{{\HEI#1}} 30 | 31 | % 设置页眉 32 | \pagestyle{myheadings} 33 | \markboth{PythonShell 工作室}{2015年考研政治试题} 34 | 35 | % 取消缩进 36 | \setlength{\parindent}{0pt} 37 | 38 | \begin{document} 39 | \input{d1} 40 | \input{1} 41 | \input{d2} 42 | \input{2} 43 | \input{d3} 44 | \input{3} 45 | \end{document} 46 | 47 | --------------------------------------------------------------------------------