【考研类试卷】考研英语二（完形填空）模拟试卷117及答案解析.doc

1、考研英语二（完形填空）模拟试卷 117 及答案解析(总分：120.00，做题时间：90 分钟)一、Use of English(总题数：3，分数：120.00)1.Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D.（分数：40.00）_Universities are in a seemingly self-contradictory position. As Stefan Colli

2、ni points out in his book, these ancient【C1】_have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】_of economic growth and technological advance.【C3】_they are frequently defensive and troubled, attacked by politicians and【C4】_a clea

3、r sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】_. Universities, he says, “【C6】_a home for attempts to extend and deepen human understanding in ways which are,【C7】_, disciplined and free.“ It is the side-effects of this activity th

4、at public debate has seized【C8】_: the impact on the students capacity for understanding, or on a countrys development of new technologies.【C9】_these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of Calif

5、ornia, who【C10】_a university as “a series of individual faculty entrepreneurs held together by a common resentment over parking“.【C11】_he goes back to Cardinal Newman. Newman has a way with words: “A university training is the great ordinary means to a great but ordinary end; it aims at raising the

6、intellectual tone of society. It is the education which gives a man a clear,【C12】_view of his own【C13】_and judgments, a truth in developing them, an eloquence in【C14】_them and a force in urging them.“ Mr Collini is moved by Newmans insistence that a liberal education is not about what students learn

7、 or what skills they【C15】_but “the perspective they have on the place of their knowledge in a wider【C16】_of human understanding“. Universities will always feel the【C17】_between the intellectual purity that Mr Collini demands and the【C18】_business of picking and preparing the future middle class.【C19

8、these two roles is the mark of a great university. Indeed, the stress created by these【C20】_roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.（分数：40.00）(1).【C1】（分数：2.00）A.associationsB.civilizationsC.institutionsD.architectures(2).【C2】（

9、分数：2.00）A.modesB.sourcesC.transformationsD.engines(3).【C3】（分数：2.00）A.And yetB.In consequenceC.After allD.In general(4).【C4】（分数：2.00）A.havingB.creatingC.lackingD.refusing(5).【C5】（分数：2.00）A.confidenceB.systemC.economyD.conception(6).【C6】（分数：2.00）A.needB.provideC.bringD.build(7).【C7】（分数：2.00）A.separate

10、lyB.compulsorilyC.simultaneouslyD.inevitably(8).【C8】（分数：2.00）A.uponB.upC.fromD.with(9).【C9】（分数：2.00）A.SoB.AndC.SinceD.But(10).【C10】（分数：2.00）A.electedB.describedC.recognizedD.assumed(11).【C11】（分数：2.00）A.ThereforeB.LikewiseC.ThereafterD.Instead(12).【C12】（分数：2.00）A.controversialB.simpleC.consciousD.aer

11、ial(13).【C13】（分数：2.00）A.opinionsB.powersC.spiritsD.goals(14).【C14】（分数：2.00）A.provingB.expressingC.judgingD.enhancing(15).【C15】（分数：2.00）A.transmitB.trainC.acquireD.illustrate(16).【C16】（分数：2.00）A.mapB.trendC.discussionD.angle(17).【C17】（分数：2.00）A.connectionB.gapC.interactionD.tension(18).【C18】（分数：2.00）

12、A.seriousB.dirtyC.significantD.secret(19).【C19】（分数：2.00）A.PlayingB.DistinguishingC.ReconcilingD.Assessing(20).【C20】（分数：2.00）A.conflictingB.leadingC.supportingD.changingLong time ago, everyone knew that regular bedtimes were important. “Dream on! “ most modern parents might reply. But research by Yvo

13、nne Kelly of University College, London, shows that the【C1】_wisdom is right-half the time. Daughters, it seems, do【C2】_regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】_. All showed that inconsi

14、stent sleeping【C4】_went hand in hand【C5】_poor academic performance. Surprisingly,【C6】_little such research had been done on children She【C7】_examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine

15、 months, three years, five years and seven years of age.【C8】_asking whether the children had【C9】_bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】_economic circumstances and other mattersincluding whether children were read to

16、 before they went to sleep and whether they had a television in their bedroom. The children【C11】_were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】_. Dr Kellys report shows that by the time

17、 children had reached the age of seven, not having had a regular bedtime did seem to【C13】_their cognition, even when other relevant【C14】_such as bedtime reading, bedroom televisions and parents socioeconomic status were controlled for. But that was true【C15】_if they were female. On the IQ scale, gir

18、ls who had had regular bedtimes【C16】_between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】_at the age of three. But the distinction【C18】_by the time they were seven. This difference

19、 between the sexes is【C19】_Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】_.（分数：40.00）(1).【C1】（分数：2.00）A.outdatedB.ancientC.folkD.modern(2).【C2】（分数：2.00）A.aim atB.stick toC.care forD.benefit

20、 from(3).【C3】（分数：2.00）A.adolescentsB.childrenC.eldersD.babies(4).【C4】（分数：2.00）A.posturesB.schedulesC.modesD.problems(5).【C5】（分数：2.00）A.forB.inC.withD.on(6).【C6】（分数：2.00）A.otherwiseB.henceC.stillD.however(7).【C7】（分数：2.00）A.thereforeB.neverthelessC.thereafterD.moreover(8).【C8】（分数：2.00）A.ExceptB.Beside

21、sC.BeforeD.Without(9).【C9】（分数：2.00）A.longB.shortC.setD.concrete(10).【C10】（分数：2.00）A.reunionsB.routinesC.historiesD.incomes(11).【C11】（分数：2.00）A.in chargeB.in difficultyC.in questionD.in shape(12).【C12】（分数：2.00）A.estimatedB.influencedC.countedD.determined(13).【C13】（分数：2.00）A.socializeB.enhanceC.evalua

22、teD.affect(14).【C14】（分数：2.00）A.activitiesB.variablesC.featuresD.experiences(15).【C15】（分数：2.00）A.evenB.asC.onlyD.else(16).【C16】（分数：2.00）A.lostB.addedC.distributedD.scored(17).【C17】（分数：2.00）A.contemporariesB.equalsC.partnersD.matches(18).【C18】（分数：2.00）A.aroseB.continuedC.vanishedD.failed(19).【C19】（分数：

23、2.00）A.inspiringB.reasonableC.provedD.puzzling(20).【C20】（分数：2.00）A.meaninglessB.necessaryC.inevitableD.infeasible考研英语二（完形填空）模拟试卷 117 答案解析(总分：120.00，做题时间：90 分钟)一、Use of English(总题数：3，分数：120.00)1.Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered bla

24、nk and mark A, B, C or D.（分数：40.00）_解析：Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】_have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】_of economic growt

25、h and technological advance.【C3】_they are frequently defensive and troubled, attacked by politicians and【C4】_a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】_. Universities, he says, “【C6】_a home for attempts to extend and de

26、epen human understanding in ways which are,【C7】_, disciplined and free.“ It is the side-effects of this activity that public debate has seized【C8】_: the impact on the students capacity for understanding, or on a countrys development of new technologies.【C9】_these are not the core purpose of a univer

27、sity. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】_a university as “a series of individual faculty entrepreneurs held together by a common resentment over parking“.【C11】_he goes back to Cardinal Newman. Newman has a way

28、with words: “A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society. It is the education which gives a man a clear,【C12】_view of his own【C13】_and judgments, a truth in developing them, an eloquence in【C14】_them and a force i

29、n urging them.“ Mr Collini is moved by Newmans insistence that a liberal education is not about what students learn or what skills they【C15】_but “the perspective they have on the place of their knowledge in a wider【C16】_of human understanding“. Universities will always feel the【C17】_between the inte

30、llectual purity that Mr Collini demands and the【C18】_business of picking and preparing the future middle class.【C19】_these two roles is the mark of a great university. Indeed, the stress created by these【C20】_roles is what helps even the most ordinary academic retain some independence of thought and

31、 intellectual energy.（分数：40.00）(1).【C1】（分数：2.00）A.associationsB.civilizationsC.institutions D.architectures解析：解析：本句中的 these 指代前面提到的 universities，因此空格处所填单词应和 universities 意思相近。C 项 institutions“机构，学府”，指大学这个古已有之的教育机构。(2).【C2】（分数：2.00）A.modesB.sourcesC.transformationsD.engines 解析：解析：从 were praised as(被称

32、赞为)可推断，大学对于经济增长和技术进步(economic growth and technological advance)起到积极的作用。D 项 engines 意为“发动机”，此处可理解为“动力”，符合语义逻辑。(3).【C3】（分数：2.00）A.And yet B.In consequenceC.After allD.In general解析：解析：上句提到大学被称赞，本句则提到它们常常自我防御和不安，且受政客攻击(defensive and troubled，attacked)，内容出现转折。A 项 And yet 意为“可是，然而”，表转折，符合语义逻辑。(4).【C4】（分数：

33、2.00）A.havingB.creatingC.lacking D.refusing解析：解析：本句中 and 前面提到大学所面临的困境：defensive and troubled，attacked by politicians，均是贬义；and 连接的是并列成分，因此空格处所填单词也应包含贬义。C 项 lacking 意为“缺乏”，表明大学缺乏目标和方向。(5).【C5】（分数：2.00）A.confidence B.systemC.economyD.conception解析：解析：上段提到大学遭遇质疑和困境，这些因素会挫伤其威信。A 项 confidence 意为“信心”。重建信心有助

34、于改变困境，符合此处的语境。(6).【C6】（分数：2.00）A.needB.provide C.bringD.build解析：解析：本句的宾语是 a home for attempts tohuman understanding(拓展和深化人类认知各种努力的一片土壤)，这是大学的一个作用，空格处所填单词应能体现大学的这种作用。B 项 provide 意为“提供”，符合语义逻辑。(7).【C7】（分数：2.00）A.separatelyB.compulsorilyC.simultaneously D.inevitably解析：解析：空格应填入一个副词来修饰其后的 disciplined and

35、 free(严谨且自由的)。大学通常给师生提供了严谨和自由的空间，两者是同时并存的。C 项 simultaneously“同时地”符合语义逻辑。(8).【C8】（分数：2.00）A.upon B.upC.fromD.with解析：解析：上文提到大学受到非议，而本句是强调句，强调的是 side-effects(副作用)，说明 public debate(社会舆论)只关注这些副作用而不是其他好的方面。A 项 upon 与 seize 搭配后表示“抓住，利用”，指所带来的副作用却被社会舆论所利用。(9).【C9】（分数：2.00）A.SoB.AndC.SinceD.But 解析：解析：上句讨论大学因

36、奉行其作为拓展和深化人类知识的各种努力的场所而产生的副作用，本句提到产生的这些不良后果都不是大学的核心目标(not the core purpose of a university)。言下之意，虽然奉行这样的原则会产生这些副作用，但却不影响到大学的核心目标，两句含转折关系。选 D 项 But。(10).【C10】（分数：2.00）A.electedB.described C.recognizedD.assumed解析：解析：本句提到科里尼先生反对(rejects)克拉克科尔对大学的定义。本句也给出了该定义：a university as“a series of individual”。desc

37、ribeas意为“把称为”，表示对定义的解释，与 definition 形成语义呼应，故选 B 项。(11).【C11】（分数：2.00）A.ThereforeB.LikewiseC.ThereafterD.Instead 解析：解析：本句提到科里尼转而支持(goes back to)卡迪纳尔纽曼的观点，而上句科里尼反对克拉克科尔对大学的定义。两句间转折对比，选 D 项 Instead“反而”。(12).【C12】（分数：2.00）A.controversialB.simpleC.conscious D.aerial解析：解析：空格处所填单词应和 clear 一样能修饰 view(观点)，且是

38、褒义词。C 项 conscious 意为“有意识的”，符合此处语境。(13).【C13】（分数：2.00）A.opinions B.powersC.spiritsD.goals解析：解析：本句提到教育让人对自己的判断(Judgments)有一个清晰的认识，空格处所填单词应和judgments 一样，是自身对世界的认知，且可以发展(developing)和促进(urging)。A 项 opinions“观点”代入后句意为“对自己观点和判断有清醒把握”。(14).【C14】（分数：2.00）A.provingB.expressing C.judgingD.enhancing解析：解析：本分句为 g

39、ives a man 的并列宾语，和 a truth in developing them、a force in urging them 并列。句中的 eloquence 意为“口才”，口才的作用主要是表达，B 项 expressing“表达”语义符合。(15).【C15】（分数：2.00）A.transmitB.trainC.acquire D.illustrate解析：解析：空格处所填单词与前面的 learn 并列且能和宾语 skills 搭配。对“技能”的掌握，通常用acquire“获得，学到”来搭配，故选 C 项。(16).【C16】（分数：2.00）A.map B.trendC.di

40、scussionD.angle解析：解析：从 the place of their knowledge in a wider(他们所掌握的知识在更广阔的里的位置)推断，句中的 place 语义范围应比空格处所填单词小，体现出局部和整体的关系。A 项 map 意为“地图”，place 是地图上的某一处，符合语义逻辑。(17).【C17】（分数：2.00）A.connectionB.gapC.interactionD.tension 解析：解析：下文提到 the stress created by theseroles(这些角色所产生的压力)，这些角色指的就是本句提到的纯粹教育(the intel

41、lectual purity)和挑选及培养未来中产阶级的行当(business of picking and preparing the future middle class)这种比较功利性的教育，两者之间存在不可调和的矛盾。D 项 tension“紧张”可以与 stress 呼应。(18).【C18】（分数：2.00）A.seriousB.dirty C.significantD.secret解析：解析：相对于纯粹教育而言，挑选及培养未来中产阶级的行当带有功利目的。B 项 dirty 意为“肮脏的”，与 purity 形成对比，符合语义逻辑。(19).【C19】（分数：2.00）A.Pla

42、yingB.DistinguishingC.Reconciling D.Assessing解析：解析：本句中的表语是 the mark of a great university(杰出大学的标志)，如果一所大学里纯粹教育和为学生日后成功就业而准备总是存在尖锐矛盾，无法调和的话，则难称之为杰出。因此成为杰出大学的前提是能处理好这两个角色之间的关系。C 项 Reconciling 有“调解，调和”之意。符合语义逻辑。(20).【C20】（分数：2.00）A.conflicting B.leadingC.supportingD.changing解析：解析：从 the stress created b

43、y theseroles(这些角色所产生的压力)推断，这些角色(纯粹教育和挑选及培养束来中产阶级的行当)之所以会产生压力是因为它们存在相互制约、相互矛盾的关系。A 项 conflicting 意为“相矛盾的”，语义符合。Long time ago, everyone knew that regular bedtimes were important. “Dream on! “ most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1

44、wisdom is right-half the time. Daughters, it seems, do【C2】_regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】_. All showed that inconsistent sleeping【C4】_went hand in hand【C5】_poor academic per

45、formance. Surprisingly,【C6】_little such research had been done on children She【C7】_examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C

46、8】_asking whether the children had【C9】_bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】_economic circumstances and other mattersincluding whether children were read to before they went to sleep and whether they had a televisi

47、on in their bedroom. The children【C11】_were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】_. Dr Kellys report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】_their cognition, even when other relevant【C14】_such as bedtime reading, bedroom televisions and parents socioeconomic status were controlled for. But that was true【C15】_if they were female. On the IQ scale, girls who had had regular bedtimes【C16】_bet