1、考研英语 288及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)For centuries, the nature of the brain was shrouded in mystery. Aristotle is said to have 1 it was a cold sponge, whose main task was to 2 the blood. Later, Leonardo da Vinci 3 the brain as a curious void filled by three tiny bulbous
2、 structures 4 in a straight line 5 the eyeball. Not all early theories were quite so misguided, 6 . From the first studies 7 language deficits, it was 8 that the brain played some direct part in language use. In 1836, an 9 French country doctor, Max Dax, claimed that, in forty aphasic (患失语症的) patien
3、ts he had seen, 10 of language ability always 11 with damage to the left half of the brain. Thirty years later, this claim was 12 proved by the French surgeon Paul Broca. He had studied aphasic 13 in patients who were found to have brain damage 14 the left frontal lobe. Broca was struck by the contr
4、ast with right hemisphere damage, 15 seemed to have little effect on speech. The area Broca isolated and the aphasia associated with it now 16 his name, “Brocas aphasia.“ Ten years after Brocas 17 , Karl Wernicke, a young researcher in Germany, made another startling 18 , which ultimately 19 him to
5、propose not just a new language area, but an overall theory of 20 language is handled in the brain. （分数：1.00）(1).For centuries, the nature of the brain was shrouded in mystery. Aristotle is said to have 1 it was a cold sponge, whose main task was to 2 the blood. Later, Leonardo da Vinci 3 the brain
6、as a curious void filled by three tiny bulbous structures 4 in a straight line 5 the eyeball. Not all early theories were quite so misguided, 6 . From the first studies 7 language deficits, it was 8 that the brain played some direct part in language use. In 1836, an 9 French country doctor, Max Dax,
7、 claimed that, in forty aphasic (患失语症的) patients he had seen, 10 of language ability always 11 with damage to the left half of the brain. Thirty years later, this claim was 12 proved by the French surgeon Paul Broca. He had studied aphasic 13 in patients who were found to have brain damage 14 the le
8、ft frontal lobe. Broca was struck by the contrast with right hemisphere damage, 15 seemed to have little effect on speech. The area Broca isolated and the aphasia associated with it now 16 his name, “Brocas aphasia.“ Ten years after Brocas 17 , Karl Wernicke, a young researcher in Germany, made anot
9、her startling 18 , which ultimately 19 him to propose not just a new language area, but an overall theory of 20 language is handled in the brain. （分数：0.05）A.inventedB.imaginedC.thoughtD.speculatedA.coolB.chillC.filterD.purifyA.aboveB.underC.beneathD.behindA.anyhowB.howeverC.consequentlyD.notwithstan
10、dingA.onB.toC.atD.withA.proposedB.exploredC.suspendedD.suspectedA.anonymousB.eloquentC.obscureD.eccentricA.defectB.lossC.failureD.descentA.correlatedB.cooperatedC.respondedD.involvedA.drasticallyB.dramaticallyC.curiouslyD.dubiouslyA.reactionsB.reflectionsC.phenomenaD.symptomsA.toB.inC.onD.ofA.analyz
11、edB.prescribedC.representedD.disclosedA.itB.thatC.whichD.whatA.flareB.wearC.shareD.bearA.achievementB.discoveryC.researchD.contributionA.hypothesisB.illustrationC.breakthroughD.penetrationA.setB.fedC.letD.ledA.howB.whatC.whyD.whenA.paralleledB.arrangedC.allocatedD.dispersed二、Section Writing(总题数：1，分数
12、：1.00)1 Study the following cartoon carefully and write an essay in which you should 1) describe the cartoon, 2) interpret its main idea, and 3) propose possible solutions. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points) . Study the following cartoon carefully and write an
13、 essay in which you should 1) describe the cartoon, 2) interpret its main idea, and 3) propose possible solutions. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points)* （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)Its a funny thing, happiness. People refer to it as something they
14、want, something missing, as if it could be secured if they only knew where to find it. Lack of it is blamed on past relationships and hope for it placed on future lovers. Desire for it becomes a restless quest. Yet over and again in therapy, it is clear that a hungry pursuit for the illusive state o
15、f happiness only ends in frustration and yet more unhappiness. When I ask a man whos just turned 40 and wants to try psychotherapy to tell me about the disappointments he mentions, he reels off a list: a love affair that lost its zest; a work project ruined by a colleague; a holiday spoiled by the w
16、eather; a plan halted by ill health. All were potential routes to happiness. And it is this endless feeling of things being spoilt that makes him feel let down by life and unhappy. He tells me that he had been a willful child. He was, he says, spoilt rotten by very loving parents. They had suffered
17、much hardship in their own lives, and when hard work and good luck made them well off, they decided that he, their only son, would have all they had lacked, and more. He had wanted for nothing. Yet this came with a cost. For having everything on a plate before he had even developed an appetite had r
18、obbed him of the chance to reach and struggle for something meaningful and of his very own. There had never been an empty space he had enjoyed working to fill. Little wonder he was unable to remain attached to anything or anyone after frustration set in. Working through difficulty simply hadnt ever
19、been asked of him. While hopefully a by-product of developing emotional maturity, happiness was not, I told him, a specific therapeutic aim. But therapy could offer the challenge to stay with, and so gradually understand, the meaning of his unhappiness, rather than bolting when the going got rough.
20、The notion that we can uncover a meaning within our suffering supports the whole therapeutic venture. By working towards understanding the reasons for his disappointments, this man had the chance to begin reshaping his own life journey. This was unlikely to give him happiness as a “given constant“,
21、but could enable him to develop something far more important. As C. G. Jung, the founder of Analytical Psychology, said:“ The principal aim of psychotherapy is not to transport the patient to an impossible state of happiness, but to help him acquire steadfastness and philosophic patience in the face
22、 of suffering. Life demands for its completion and fulfillment a balance between joy and sorrow.“ （分数：1.00）(1).The author argues that happiness is（分数：0.20）A.fascinating.B.fantasticC.ridiculous.D.queer.(2).It is a usual ease with happiness that（分数：0.20）A.it is generally considered securable.B.it is c
23、ommonly attributed to destiny.C.it often falls short of expectation.D.it routinely seems encouraging.(3) The psychoanalyst affirms that psychotherapy（分数：0.20）A.represents happiness as its by-product.B.calls for full comprehension of happiness.C.stresses deep analysis of misfortunes.D.aims at complet
24、e realization of real life.(4). The patients unhappiness results primarily from his（分数：0.20）A.disappointment in love.B.affluent circumstances.C.indifference towards work.D.inability to face frustration.(5).The phrase “remain attached to“ (Par. 4) most probably means continue to（分数：0.20）A.be fond of.
25、B.be eager for.C.be restricted to.D.be affiliated to.Americans today don t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical educationnot to pursue knowledge for the sake of
26、 knowledge. Symptoms of pervasive anti- intellectualism in our schools arent difficult to find. “Schools have always been in a society where practical is more important than intellectual,“ says education writer Diane Ravitch. “Schools could be a counterbalance.“ Ravitch s latest book, Left Back: A C
27、entury of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to expl
28、oitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.“ “I
29、ntellect is resented as a form of power or privilege,“ writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti- intellectualism in US politics, religion, and education. From the beginning of our history, says Hofs
30、tadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers th
31、ought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and college recitation rooms for I0 or 15 years and come out at last with a bellyful of words and do not know a thing.“ Mark Twain s Huckleberry Finn exemplified American anti-intellectualism.
32、 Its hero avoids being civilized going to school and learning to readso he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligen
33、ce seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country s educational system is in the grips of people who “joyfully and militantly proclaim
34、 their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.“ （分数：1.00）(1). What do American parents expect their children to acquire in school?（分数：0.20）A.The habit of thinking independently.B.Profound knowledge of the world.C.Practical abiliti
35、es for future careerD.The confidence in intellectual pursuits.(2) We can learn from the text that Americans have a history of（分数：0.20）A.undervaluing intellect.B.favoring intellectualism.C.supporting school reform.D.suppressing native intelligence.(3).The views of Ravitch and Emerson on schooling are
36、（分数：0.20）A.identical.B.similar.C.complementary.D.opposite.(4). Emerson, according to the text, is probably（分数：0.20）A.a pioneer of education reform.B.an opponent of intellectualism.C.a scholar in favor of intellect.D.an advoeate of regular schooling.(5).What does the author think of intellect?（分数：0.2
37、0）A.It is second to intelligence.B.It evolves from common sense.C.It is to be pursued.D.It underlies power.Technically, any substance other than food that alters our bodily or mental functioning is a drug. Many people mistakenly believe the term drug refers only to some sort of medicine or an illega
38、l chemical taken by drug addicts. They dont realize that familiar substances such as alcohol and tobacco are also drugs. This is why the more neutral term substance is now used by many physicians and psychologists. The phrase“ substance abuse“ is often used instead of“ drug abuse“ to make clear that
39、 substances such as alcohol and tobacco can be just as harmfully misused as heroin and cocaine. We live in a society in which the medicinal and social use of substances (drugs) is pervasive: an aspirin to quiet a headache, some wine to be sociable, coffee to get going in the morning, a cigarette for
40、 the nerves. When do these socially acceptable and apparently constructive uses of a substance become misuses? First of all ,most substances taken in excess will produce negative effects such as poisoning or intense perceptual distortions. Repeated use of a substance can also lead to physical addict
41、ion or substance dependence. Dependence is marked first by an increased tolerance, with more and more of the substance required to produce the desired effect, and then by the appearance of unpleasant withdrawal symptoms when the substance is discontinued. Drugs (substances) that affect the central n
42、ervous system and alter perception, mood, and behavior are known as psychoactive substances. Psychoactive substances are commonly grouped according to whether they are stimulants, depressants, or hallucinogens. Stimulants initially speed up or activate the central nervous system, whereas depressants
43、 slow it down. Hallucinogens have their primary effect on perception, distorting and altering it in a variety of ways including producing hallucinations. These are the substances often called psychedelic ( from the Greek word meaning“ mind-manifesting“ ) because they seemed to radically alter ones s
44、tate of consciousness. （分数：1.00）(1).“Substance abuse“( Line 5, Paragraph 1 ) is preferable to“ drug abuse“ in that _.（分数：0.25）A.substances can alter our bodily or mental functioning if illegally usedB.“drug abuse“ is only related to a limited number of drug takersC.alcohol and tobacco are as fatal a
45、s heroin and cocaineD.many substances other than heroin or cocaine can also be poisonous(2). The word“ pervasive ( Line 1, Paragraph 2) might mean_.（分数：0.25）A.widespreadB.overwhelmingC.piercingD.fashionable(3). Physical dependence on certain substances results from _.（分数：0.25）A.uncontrolled consumpt
46、ion of them over long periods of timeB.exclusive use of them for social purposesC.quantitative application of them to the treatment of diseasesD.careless employment of them for unpleasant symptoms(4). From the last paragraph we can infer that _.（分数：0.25）A.stimulants function positively on the mindB.
47、hallucinogens are in themselves harmful to healthC.depressants are the worst type of psychoactive substancesD.the three types of psychoactive substances are commonly used in groupsScattered around the globe are more than 100 small regions of isolated volcanic activity known to geologists as hot spot
48、s. Unlike most of the worlds volcanoes, they are not always found at the boundaries of the great drifting plates that make up the earths surface; on the contrary, many of them lie deep in the interior of a plate. Most of the hot spots move only slowly, and in some cases the movement of the plates pa
49、st them has left trails of dead volcanoes. The hot spots and their volcanic trails are milestones that mark the passage of the plates. That the plates are moving is now beyond dispute. Africa and South America, for example, are moving away from each other as new material is injected into the seafloor between them. The complementary coastlines and certain geological features that seem to span
