[外语类试卷]考博英语模拟试卷282及答案与解析.doc

1、考博英语模拟试卷 282及答案与解析 一、 Reading Comprehension 0 In some countries where racial prejudice is acute, violence has so come to be taken for granted as a means of solving differences, that it is not even questioned. There are countries where the white man imposes his rule by brute force, there are countrie

2、s where the black man protests by setting fire to cities and by looting and pillaging. Important people on both side who would in other respects appear to be reasonable men, get up and calmly argue in favor of violence as if it were a legitimate solution, like any other, what is really frightening,

3、what really fills you with despair, is the realization that when it comes to the crunch, we have made no actual progress at all. We may wear collars and ties instead of war-paint, but our instincts remain basically unchanged. The whole of the recorded history of the human race, that tedious document

4、ation of violence, has taught us absolutely nothing. We have still not learnt that violence never solves a problem but makes it more acute. The sheer horror, the bloodshed and the suffering mean nothing. No solution ever comes to light the morning after when we dismally contemplate the smoking ruins

5、 and wonder what hit us. The truly reasonable men who know where the solutions lie are finding it harder and harder to get a hearing. They are despised, mistrusted and even persecuted by their own kind because they advocate such apparently outrageous things as law enforcement. If half the energy tha

6、t goes into violent acts were put to good use, if our efforts were directed at cleaning up the slums and ghettos, at improving living-standards and providing education and employment for all, we would have gone a long way to arriving at a solution. Our strength is undermined by having to mop up the

7、mess that violence leaves in its wake. In a well-directed effort, it would not be impossible to fulfill the ideals of a stable social program. The benefits that can be derived from constructive solutions are everywhere apparent in the world around us. Genuine and lasting solutions are always possibl

8、e, providing we work within the framework of the law. Before we can even begin to contemplate peaceful co-existence between the races, we must appreciate each others problems. And to do this, we must learn about them: it is a simple exercise in communication, in exchanging information. “Talk, talk,

9、talk,“ the advocates of violence say, “all you ever do is talk, and we are none the wiser. “ Its rather like the story of the famous barrister who painstakingly explained his case to the judge. After listening to a lengthy argument the judge complained that after all this talk, he was none the wiser

10、 “Possible, my lord,“ the barrister replied, “none the wiser, but surely far better informed. “ Knowledge is the necessary prerequisite to wisdom; the knowledge that violence creates the evils it pretends to solve. 1 Which can best replace the word “acute“(Line 1, Para. 1)? （ A） Intelligent and qui

11、ck to notice and understand things. （ B） Having a sharp end or point. （ C） Very sensitive and well developed. （ D） Serious or severe. 2 What does the author intend to convey in the first paragraph? （ A） Violence leads to nowhere but making things worse. （ B） Violence is the root of evils. （ C） Viole

12、nce is what humankind resents most. （ D） Violence can be eliminated sooner or later. 3 What does the author think of our energy and strength? （ A） They are wasted and might be well directed and achieve more meaningful results. （ B） They are already constructive and well directed and will fulfill a s

13、table society. （ C） They will work only with coordinated efforts. （ D） They will work like magic on the solution of racial prejudice. 4 What do truly reasonable men advocate to solve the problem of race prejudice? （ A） Law enforcement. （ B） Knowledge. （ C） Nonviolence. （ D） Eliminating violence mess

14、 5 According to the author, whats the prerequisite of peaceful co-existence between the races? （ A） Mutual understanding. （ B） Mutually cooperative. （ C） Learning from each other. （ D） Bridging the misunderstanding gap between races customs. 5 The longitudinal study demonstrates that students who r

15、eceive ESL(English as a second language)instruction are far better than those taught primarily in their native language. A comparison of the three-year exit rates for students in ESL and bilingual programs shows that those who receive ESL instruction test out faster and in higher percentages than th

16、ose who receive instruction in their native language, regardless of the grade in which they entered school. For example, 79. 3 percent of the children who entered ESL programs in kindergarten tested out, while only 51. 5 percent of those who received their education in their native languages did. Li

17、kewise, 72. 9 percent of the LEP(limited English proficiency)students who entered programs in the first grade tested out. while only 38. 5 of those in bilingual programs did. For students who entered LEP programs in the ninth grade, 91. 6 percent of those in native-language instruction classes still

18、 hadnt tested out after three years, as compared with 78.1 percent of those in ESL classes. Furthermore, children who had been in ESL classes tested 4 higher in English and math once they exited LEP programs than those who had received native-language instruction. Of the LEP students who entered in

19、kindergarten or the first grade, 49 percent of those who had been in ESL classes eventually read at grade level, while only 32 percent of those who had been in bilingual classes performed that well. In math, the statistics are even more impressive. Of the children who entered in kindergarten or the

20、first grade, more than 69 percent of those who had been in ESL classes eventually performed at grade level or above, as opposed to 54 percent of those who had been in bilingual classes. Naturally, the study provoked a barrage of criticism from the highly political and vocal bilingual lobby, which pr

21、ompted the New York City Board of Education to issue a paper in November 1994 mitigating the findings of the study and ignoring the distinction between students in ESL and bilingual education programs. Rather than exit rates, this paper focuses on the achievement of LEP students during the period in

22、 which they are in bilingual or ESL classes. The authors show that although the scores of LEP students were below average on the English-language test, their scores in all areas showed improvement; they point out that in math, there were insufficient data on the progress of LEP students to draw vali

23、d conclusions. However, a report on citywide mathematics test results in New York in the spring of 1995 deals more fully with the math scores of the 26,248 students who were examined the previous school year in Chinese, Spanish, or Haitian Creole. According to this document, only 16. 6 percent of th

24、ese children performing at or above grade level in mathematics. Although this represents an improvement of 1. 1 percent over the scores of the previous year, it discredits the argument that native-language instruction keeps performing at grade level in subject areas. Although LEP students are improv

25、ing faster than the national norm, they continue to perform far below the norm. 6 This text is mainly_. （ A） a review of ESL, bilingual and LEP instructions （ B） a survey of new approaches to subject instructions （ C） about the merits of LEP education program （ D） about the achievements of bilingual

26、 and ESL programs 7 From Paragraph 1 we learn that_. （ A） ESL instruction could test students faster than LEP instruction （ B） LEP students performed worse than did ESL students （ C） native-language instruction classes seemed to fail utterly （ D） the data of the longitudinal study were likely tentat

27、ive 8 The author believes(Para. 2)that_. （ A） ESL children tested higher in English than LEP children （ B） bilingual programs failed the students performing well in math （ C） the math data are still more credible than those on English （ D） bilingual classes had 54% of students exiting from grade lev

28、el 9 It can be inferred that the paper mentioned in Paragraph 4_. （ A） has devalued the findings of the longitudinal study （ B） has dimmed the differences between students in different programs （ C） focuses on the subject achievements of LEP students （ D） seeks out the insufficient points in the lon

29、gitudinal study 10 According to the NY 1995 report, it is unbelievable that_. （ A） a great number of multilingual students were examined accurately （ B） native-language instruction keeps performing well in subjects （ C） any document on subject instructions can draw valid conclusions （ D） LEP student

30、s are improving faster than the national norm 二、 Structure and Vocabulary 11 Competition, they believe, _the national character rather than corrupt it. （ A） enforces （ B） confirms （ C） intensifies （ D） strengthens 12 The republication of the poets most recent works will certainly_ his national reput

31、ation. （ A） magnify （ B） strengthen （ C） enlarge （ D） enhance 13 She wanted desperately to turn the flower-painted china_on the apple-green door, and go through, but somehow she could not. （ A） frame （ B） pole （ C） pan （ D） knob 14 When I found the light switch, the unshaded bulb only illuminated tw

32、o small cats, sitting on the table_round the inside of the empty ham tin. （ A） swallowing （ B） gorging （ C） licking （ D） digesting 15 Every year a number of students graduate from the school which will_new students the first week in September. （ A） enroll （ B） recruit （ C） collect （ D） reproduce 16

33、The renaissance was a(n)_of unparalleled cultural achievement and had a great impact on almost all European countries. （ A） moment （ B） dynasty （ C） instant （ D） epoch 17 That evening roving gangs of white teenagers began to attack blacks in downtown Chicago, and the city erupted in a five-day race_

34、that ended with 38 deaths, 537 serious injuries, and widespread destruction. （ A） fuss （ B） maneuver （ C） deterioration （ D） riot 18 They found that an individual tends to conform to a_group judgment even when that judgment is obviously in error. （ A） unanimous （ B） singular （ C） coherent （ D） versa

35、tile 19 The character armor consists of defensive character traits, like arrogance or appre-hensiveness, that developed in childhood to_painful feelings. （ A） turn aside （ B） ward off （ C） bread up （ D） watch over 20 In 1844, Charles Stun, a British soldier and colonial administrator, made an expedi

36、tion_ a supposed inland sea; his party penetrated more than 1,000 miles northward, almost to the center of Australia. （ A） in quest of （ B） with regard to （ C） in favor of （ D） by way of 21 So far as the food industry is concerned, the processing of sheep and lambs is relatively_in the United States

37、 accounting for only about 7 percent of meat-packing production. （ A） irrelevant （ B） appropriate （ C） negligible （ D） redundant 22 Could a mechanical device ever_human intelligence the ultimate test being whether it could cause a real human to fall in love with it? （ A） destroy （ B） duplicate （ C）

38、 forge （ D） eliminate 23 As the case of Amitar Ray and his family exemplifies, professional immigrants are among the most rapidly_first because of their occupational success and second because of the absence of strong ethnic networks that reinforce the culture of origin. （ A） assimilated （ B） consum

39、ed （ C） accustomed （ D） fascinated 24 “This park has more than 200 waterfalls that are 15 feet or higher. And 150 of them have never been mapped or photographed,“ says park historian Lee Whittlesey. “Now thats a_to the size of Yellowstone. “ （ A） proposition （ B） hypothesis （ C） ceremony （ D） testim

40、ony 25 While researchers may not_the expansive claims of hard-core vitamin enthusiasts, evidence suggests that the nutrients play a much more complex role in assuring vitality and optimal health than was previously thought. （ A） authorize （ B） license （ C） counteract （ D） endorse 26 Why do teens dri

41、nk? Reasons vary from_pressure to family patterns to social conditioning. （ A） spouse （ B） peer （ C） antagonist （ D） competitor 27 Some readers may find it_that a book arguing for greater literacy and intellectual discipline should lead to a call for less rather than more education. （ A） appealing （

42、 B） controversial （ C） paradoxical （ D） ambiguous 28 The_ of such I. Q. tests full of questions on American culture was not questioned at that time. （ A） significance （ B） validity （ C） efficiency （ D） justification 29 She has_some brilliant scheme to double her income. （ A） come out （ B） come up wi

43、th （ C） come to （ D） come about 30 Absorbed in her work, she was totally_her surroundings. （ A） liable for （ B） separated by （ C） oblivious of （ D） concerned about 三、 Cloze 30 A teacher is someone who communicates information or skill so that someone else may learn. Parents are the【 C1】 _teachers. J

44、ust by living with their child and【 C2】 _their everyday activities with him, they teach him their language, their values and their manners. Information and skills difficult to teach【 C3】 _family living are taught in a school by a person【 C4】 _special occupation is teaching. Before 1900 it【 C5】 _wide

45、ly assumed that a man was qualified to teach if he could read and write and【 C6】 _qualified if he knew arithmetic. With modest【 C7】 _like these, it is no【 C8】 _that teachers had low salaries and little prestige. Literature and history frequently portray teachers【 C9】 _fools and ignoramuses. By the l

46、ate 19th century, there were【 C10】 _that the status of teachers was slowly【 C11】 _. Great educators such as Mann and Henry Barnard, and innovative thinkers such as Dewey and Parker began to command a【 C12】 _that in a few decades had to some【 C13】 _permeated classrooms in the United States. Progress

47、was more glacial than meteoric, however,【 C14】 _the last half of the century. In the 20th century the status of teachers rose as the standards【 C15】 _their education rose. By 1950 the average teacher had an education that greatly exceeded that of the average citizen. 31 【 C1】 32 【 C2】 33 【 C3】 34 【

48、C4】 35 【 C5】 36 【 C6】 37 【 C7】 38 【 C8】 39 【 C9】 40 【 C10】 41 【 C11】 42 【 C12】 43 【 C13】 44 【 C14】 45 【 C15】 四、 Chinese-English Translation 46 被与自己的思想、信仰及兴趣相仿的人所吸引，那是很自然的事。同样，与体貌特征跟自己相仿的人相处，亦让人感到舒适。 您也许已经注意到生活和工作中紧密 相处的人是如何在举止上趋于类同的。我们常常会不自觉地模仿我们所接近、所爱、所仰慕的人。因此，球迷会模仿某个运动员独有的耸肩行走的样子；一对情人连摇头的方式也相同；而雇员

49、则会学他老板的习惯，也在思考问题时手指间玩弄一支笔。 有影响的人物并非在所有的情形中都有意识地觉察到这种仿效，但是这种仿效的存在会使他感到舒服。如果他确实察觉到别人的手势或动作与他一样，他会感到高兴，因为那意味着他对别人产生影响，他对这些人有吸引力。 五、 Writing 47 There are many reasons for a person planning to do PhD research(for example, new experiences, career preparation, and increased knowledge). Why do you think people should pursue a doctoral degree ? Write an essay of no less than 200 words ab