[考研类试卷]考研英语模拟试卷233及答案与解析.doc

1、考研英语模拟试卷 233及答案与解析 一、 Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 1 It is often observed that the aged spend much time thinking and talking about their past lives, rather than about the future. These

2、 reminiscences are not simply random or trivial memories, (1)_ is their purpose merely to make conversation. The old persons recollections of the past help to (2)_ an identity that is becoming increasingly fragile: (3)_ any role that brings respect or any goal that might provide (4)_ to the future,

3、the individual mentions their (5)_ as a reminder to listeners, that here was a life (6)_ living (7)_, the memories form part of a continuing life (8)_, in which the old person (9)_ the events and experiences of the years gone by and (10)_ on the overall meaning of his or her own almost completed lif

4、e. As the life cycle (11)_ to its close, the aged must also learn to accept the reality of their own impending death. (12)_ this task is made difficult by the fact that death is almost a (13)_ subject in the United States. The mere discussion of death is often regarded as (14)_. As adults, many of u

5、s find the topic frightening and are (15)_ to think about it and certainly not to talk about it (16)_ the presence of someone who is dying. Death has achieved this taboo (17)_ only in the modern industrial societies. There seems to be an important reason for our reluctance to (18)_ the idea of death

6、. It is the very fact that death remains (19)_ our control; it is almost the only one of the natural processes (20)_ is so. Notes: reminiscence n.回忆。 fragile adj.脆弱的。 impending adj.即将发生的。 （ A） so （ B） even （ C） nor （ D） hardly （ A） preserve （ B） conserve （ C） resume （ D） assume （ A） performing （ B）

7、playing （ C） undertaking （ D） lacking （ A） orientation （ B） implication （ C） succession （ D） presentation （ A） present （ B） past （ C） experience （ D） fate （ A） worthy （ B） worth （ C） worthless （ D） worthwhile （ A） In a word （ B） In brief （ C） In addition （ D） In particular （ A） prospect （ B） impetus

8、 （ C） impression （ D） review （ A） integrates （ B） incorporates （ C） includes （ D） interacts （ A） reckons （ B） counts （ C） reflects （ D） conceive （ A） keeps （ B） draws （ C） inclines （ D） tends （ A） Therefore （ B） And （ C） Yet （ D） Otherwise （ A） taboo （ B） dispute （ C） contempt （ D） neglect （ A） noto

9、rious （ B） indecent （ C） obscure （ D） desperate （ A） ready （ B） willing （ C） liable （ D） reluctant （ A） at （ B） on （ C） with （ D） in （ A） status （ B） circumstance （ C） environment （ D） priority （ A） encounter （ B） confront （ C） tolerate （ D） expose （ A） under （ B） above （ C） beyond （ D） within （ A）

10、which （ B） what （ C） as （ D） that Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 In a perfectly free and open market economy, the type of employer government or private should have little or no impact on the earnings di

11、fferentials between women and men. However, if there is discrimination against one sex, it is unlikely that the degree of discrimination by government and private employers will be the same. Differences in the degree of discrimination would result in earnings differentials associated with the type o

12、f employer. Given the nature of government and private employers, it seems most likely that discrimination by private employers would be greater. Thus, one would expect that, if women are being discriminated against, government employment would have a positive effect on womens earnings as compared w

13、ith their earnings from private employment. The results of a study by Fuchs support this assumption. Fuchss results suggest that the earnings of women in an industry composed entirely of government employees would be 14.6 percent greater than the earnings of women in an industry composed exclusively

14、 of private employees, other things being equal. In addition, both Fuchs and Sanborn have suggested that the effect of discrimination by consumers on the earnings of self-employed women may be greater than the effect of either government or private employer discrimination on the earnings of women em

15、ployees. To test this hypothesis, Brown selected a large sample of white male and female workers from the 1970 Census and divided them into three categories: private employees, government employees, and self-employed. (Black workers were excluded from the sample to avoid picking up earnings differen

16、tials that were the result of racial disparities.) Browns research design controlled for education, labor-force participation, mobility, motivation, and age in order to eliminate these factors as explanations of the studys results. Browns results suggest that men and women are not treated the same b

17、y employers and consumers. For men, self-employment is the highest earnings category, with private employment next and government lowest. For women, this order is reversed. One can infer from Browns results that consumers discriminate against self-employed women. In addition, self-employed women may

18、 have more difficulty than men in getting good employees and may encounter discrimination from suppliers and from financial institutions. Browns results are clearly consistent with Fuchss argument that discrimination by consumers has a greater impact on the earnings of women than does discrimination

19、 by either government or private employers. Also, the fact that women do better working for government than for private employers implies that private employers are discriminating against women. The results do not prove that government does not discriminate against women. They do, however, demonstra

20、te that if government is discriminating against women, its discrimination is not having as much effect on womens earnings as is discrimination in the private sector. 21 The author would be most likely to agree with which of the following conclusions? （ A） Both private employers and government employ

21、ers discriminate, with equal effects on womens earnings. （ B） If private employers and government employers discriminate, the discrimination by private employers has a greater effect on womens earnings. （ C） Private employers discriminated it is possible that government employers discriminate. （ D）

22、Private employers discriminate; government employers do not discriminate. 22 According to Browns study, womens earnings categories occur in which of the following orders, from highest earnings to lowest earnings? （ A） Government employment, self-employment, private employment. （ B） Private employmen

23、t, self-employment, government employment. （ C） Government employment, private employment, self-employment. （ D） Self-employment, private employment, government employment. 23 The text mentions all of the following as difficulties that self-employed women may encounter EXCEPT （ A） discrimination fro

24、m suppliers and consumers. （ B） discrimination from financial institutions. （ C） problems in obtaining good employees. （ D） problems in obtaining government assistance. 24 It can be inferred from the text that what is stated in the last paragraph is most probably （ A） Browns elaboration of his resea

25、rch results. （ B） Browns tentative inferences from his data. （ C） Browns conclusions based on common-sense reasoning. （ D） the authors conclusion, based on Fuchss and Browns results. 25 The best title which describes the content of the text as a whole Would be （ A） The Relative Effect of Discriminat

26、ion by Government Employers, Private Employers, and Consumers on Womens Earnings. （ B） How Discrimination Affects Womens Choice of Type of Employment. （ C） The Necessity for Eliminating Earnings Differentials in a Free Market Economy. （ D） The Relative Effect of Private Employer Discrimination on Me

27、ns Earnings as Compared to Womens Earnings. 26 In the past, American colleges and universities were created to serve a dual purpose to advance learning and to offer a chance to become familiar with bodies of knowledge already discovered to those who wished it. To create and to impart, these were the

28、 distinctive features of American higher education prior to the most recent, disorderly decades of the twentieth century. The successful institution of higher learning had never been one whose mission could be defined in terms of providing vocational skills or as a strategy for resolving societal pr

29、oblems. In a subtle way Americans believed higher education to be useful, but not necessarily of immediate use. Another purpose has now been assigned to the mission of American colleges and universities. Institutions of higher learning public or private commonly face the challenge of defining their

30、programs in such a way as to contribute to the service of the community. This service role has various applications. Most common are programs to meet the demands of regional employment markets, to provide opportunities for upward social and economic mobility, to achieve racial, ethnic, or social int

31、egration, or more generally to produce “productive“ as compared to “educated“ graduates. Regardless of its precise definition, the idea of a service-university has won acceptance within the academic community. One need only be reminded of the change in language describing the two-year college to app

32、reciate the new value currently being attached to the concept of a service-related university. The traditional two-year college has shed its pejorative “junior“ college label and is generally called a “community“ college, a clearly value-laden expression representing the latest commitment in higher

33、education. Even the doctoral degree, long recognized as a required “.union card“ in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professors classroom duties. The idea of a college

34、or university that performs a triple function communicating knowledge to students, expanding the content of various disciplines, and interacting in a direct relationship with society has been the most important change in higher education in recent years. This novel development, however, is often ove

35、rlooked. Educators have always been familiar with those parts of the two-year college curriculum that have a “service“ or vocational orientation. It is important to know this. But some commentaries on American postsecondary education tend to underplay the impact of the attempt of colleges and univer

36、sities to relate to, if not resolve, the problems of society. Whats worse, they obscure a fundamental question posed by the service-university what is higher education supposed to do? 26 The opening paragraph is written in order to state （ A） the future usefulness of the knowledge obtained in colleg

37、e. （ B） the missions of different educational institutions in America. （ C） the purpose of American postsecondary education in the past. （ D） the history of the development of American higher education. 27 One of the recent, important changes in higher education relates to （ A） curriculum updates. （

38、 B） service-education concepts. （ C） imparting knowledge to students. （ D） combining education with production. 28 The service role of colleges specifically aims to （ A） improve services. （ B） serve the community. （ C） provide skills for future use. （ D） make graduates employable. 29 It can be infer

39、red from the text that there exists a tendency to （ A） play down the service-university. （ B） highlight service-education functions. （ C） alter the mission of primary education. （ D） exaggerate the change in higher education. 30 The authors attitude toward the service-education concept is （ A） radic

40、al. （ B） impartial. （ C） optimistic. （ D） supportive. 31 In the two decades between 1910 and 1930, over ten percent of the Black population of the United States left the South, where the majority of the Black population had been located, and migrated to northern states, with the largest number movin

41、g, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that most of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of cotton industry following boll weevil infestation,

42、which began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the First World War in 1914. This assumption has led to the conclusion that the migrants subsequent lack of economic mobility in the North is tied to rural backg

43、round, a background that implies unfamiliarity with urban living and a lack of industrial skills. But the question of who actually left the South has never been investigated in detail. Although numerous investigations document a flight from rural southern areas to southern cities prior to the Great

44、Migration, no one has considered whether the same migrants then moved on to northern cities. In 1910 over 600,000 Black workers, or ten percent of the Black work force reported themselves to be engaged in “manufacturing and mechanical pursuits“, the federal census category roughly including the enti

45、re industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be tempted to move, but an explanation lies in the labor conditions then prevalent in the South. About thirty-five p

46、ercent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery blacksmiths, masons, carpenters which had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence. The remai

47、ning sixty-five percent, more recently urbanized, worked in newly developed industries tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unski

48、lled workers in the North than they could as artisans in the South. After the boll weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial jobs. Thus, a move north w

49、ould be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural backgrounds comes into question. Notes: boll weevil infestation 棉铃虫蔓延。 cessation 中止，停止。 mason 泥瓦匠。recruiter 招募者。 influx涌入。 31 The author indicates explicitly that which of the following records has been a source of information in her investigation? （ A） United States Immigration Service r