1、2006年上海理工大学考博英语真题试卷及答案与解析 一、 Structure and Vocabulary 1 Dont take it for granted that her silence_consent （ A） expresses （ B） rectifies （ C） signifies （ D） justifies 2 Some people want only real flowers on their tables while others like to have_ones. （ A） fashionable （ B） synthetic （ C） false （ D） a
2、rtificial 3 It is not as difficult to store information as it is to_it quickly when it is wanted again. （ A） represent （ B） retain （ C） restore （ D） retrieve 4 The landlady fired the servant who_household funds for her own rise. （ A） robbed （ B） pocketed （ C） mugged （ D） clenched 5 “Better late than
3、 never“ is a_that is very familiar to most English speakers. （ A） plaudit （ B） plenary （ C） plenty （ D） platitude 6 His thoughts were_from the painful topic by the sudden arrival of a close friend. （ A） dissuaded （ B） distracted （ C） discerned （ D） discounted 7 My panic was_ and ceased when I began
4、to have my class. （ A） transient （ B） permanent （ C） trivial （ D） contemporary 8 The professor found himself constantly_the question: “How could anyone do these things?“ （ A） poring （ B） pondering （ C） presiding （ D） presuming 9 The unruly crowd became even more_when the negotiator tried to quiet th
5、em. （ A） bombastic （ B） boorish （ C） boisterous （ D） bloated 10 The belief that one should work hard and be honest is deeply_in our culture. （ A） incurred （ B） ingenuous （ C） ingredient （ D） ingrained 11 The facts have proved that they all have the_of solving practical problems. （ A） capability （ B）
6、 ability （ C） capacity （ D） power 12 All the people in the stadium cheered up when they saw hundreds of colorful balloons_slowly into the sky. （ A） elevating （ B） lingering （ C） ascending （ D） escalating 13 In the vicinity there are several approved by the university who take in_. （ A） settlers （ B）
7、 residents （ C） inhabitants （ D） ledgers 14 In order to prevent a sudden outbreak of hostilities, we must give our rivals no_hints. （ A） primitive （ B） proximate （ C） pathetic （ D） provocative 15 The measures will_the hostility between the two groups. （ A） impede （ B） persecute （ C） merge （ D） perpe
8、tuate 16 Someone must have_about among my papers, for my drawer is in a mess. （ A） rampaged （ B） rehearsed （ C） rummaged （ D） rescinded 17 I just want an ordinary car without the_. （ A） auxiliaries （ B） refinements （ C） frills （ D） supplements 18 There is no reason to insult and_the man simply becau
9、se you do not agree with him. （ A） deface （ B） defame （ C） distort （ D） devalue 19 The magicians talk creates a(n)_of attention so that the audience does not see how he does his tricks. （ A） diversion （ B） derivation （ C） disorder （ D） interference 20 Besides washing the cut, you should put some _ o
10、n it in case you have got some dirt in it （ A） deodorant （ B） disinfectant （ C） antidote （ D） antiseptic 21 The glass vessels should be handled most carefully since they are_. （ A） crisp （ B） intricate （ C） subtle （ D） fragile 22 All of us hated all forms of_. on the basis of race and sex. （ A） domi
11、nation （ B） discrimination （ C） diversion （ D） dissipation 23 You have to see these changes in_: theyre part of a larger plan. （ A） precedence （ B） context （ C） assortment （ D） coverage 24 She strongly_the governments hypocrisy in dealing with the Israeli-Palestine issue. （ A） denounced （ B） impeach
12、ed （ C） renounced （ D） degraded 25 Several months have_and I havent gathered enough materials for my thesis. （ A） escaped （ B） elicited （ C） elapsed （ D） departed 26 After investigation it was proved that the_letter was written by a teacher. （ A） anonymous （ B） simultaneous （ C） spontaneous （ D） hom
13、ogeneous 27 Only youd better work_others can you accomplish the work in time. （ A） in accord with （ B） in collaboration with （ C） in conformity with （ D） in contact with 28 The rain sent all the farmers who were working in the fields_for shelter. （ A） scampering （ B） scurrying （ C） shuttling （ D） sh
14、uddering 29 We all wanted to go tomorrow, but he had to be_, and chose to go today. （ A） perverse （ B） perverted （ C） pervious （ D） persistent 30 The children like to_the new English teacher, who has a noticeable manner of walking. （ A） take out （ B） take over （ C） take down （ D） take off 31 The you
15、ng lady had a rather_occupation and she made a lot of money in a short time （ A） shady （ B） shabby （ C） shadowy （ D） sheer 32 He was too_to admit that he had been wrong. （ A） impervious （ B） versatile （ C） obstinate （ D） erratic 33 Cancer of the liver, if malicious, in ordinary_, will surely lead to
16、 death. （ A） fashion （ B） manner （ C） practice （ D） parlance 34 His extreme nervousness_his ability to speak in front of large groups of people. （ A） hindered （ B） fostered （ C） impeded （ D） accelerated 35 When supply exceeds demand for any product, prices are_to fall. （ A） timely （ B） liable （ C） s
17、imultaneous （ D） subject 36 The_has left for the Antarctic and it will come back in six months. （ A） expedition （ B） execution （ C） exploration （ D） delegation 37 The treasurer was_from the club for breaking the rules. （ A） repelled （ B） expelled （ C） excelled （ D） exploited 38 I bought an alarm clo
18、ck with a(n)_dial, which can be seen dearly in the dark. （ A） audible （ B） amplified （ C） supersonic （ D） luminous 39 A(n)_ sentence is of doubtful meaning because it can be interpreted in more than one way. （ A） affirmative （ B） unanimous （ C） negative （ D） ambiguous 40 Her jewelry_under the spotli
19、ghts and she became the dominant figure at the ball. （ A） blazed （ B） dazzled （ C） glared （ D） glittered 41 The rain was very heavy and_the land was flooded. （ A） consequently （ B） continuously （ C） constantly （ D） consistently 42 I_the bottle to pieces against the rock. （ A） splashed （ B） smashed （
20、 C） fractured （ D） cracked 43 The young woman was very angry with her husband because he had_all her beautiful clothes on the bed. （ A） rippled （ B） crumbled （ C） rumpled （ D） ruptured 44 All of us were impressed by her_complexion. （ A） fluffy （ B） floral （ C） florid （ D） fluid 45 The scientists hav
21、e made_plans for landing a man on the moon. （ A） skeptical （ B） eloquent （ C） deliberate （ D） elaborate 46 They were completely_by the heavy rain. （ A） drenched （ B） drowned （ C） parched （ D） merged 47 From the hill top we can see horses are_here and there in- the pasture. （ A） gazing （ B） biting （
22、C） licking （ D） devouring 48 Grain production in the world is_, but still millions go hungry. （ A） soaring （ B） staggering （ C） shrinking （ D） suspending 49 The medicine_his pain but did not cure his illness. （ A） mediated （ B） deteriorated （ C） activated （ D） alleviated 50 He was a very kind person
23、. He always _ to do whatever he could for us. （ A） grudged （ B） volunteered （ C） hesitated （ D） regretted 二、 Reading Comprehension 50 Americans today dont place a very high value on intellect Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send o
24、ur children to get a practical educationnot to pursue knowledge for the sake of 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 Ravi
25、tch. “Schools could be a counterbalance. “ Ravitchs latest book, Left Back; A Century 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.
26、 Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation 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
27、, “We will become a second-rate country. We will have a less civil society. “ “ Intellect 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 U
28、S politics, religion, and education. From the beginning of our history, says Hofstadter, 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 l
29、earn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children; “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a
30、 thing. “Mark Twains Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized-going to school and learning to read-so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. In
31、tellect is the critical, creative, and contemplative side of the mind Intelligence 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. Hofstathar says our countrys educ
32、ational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise. “ 51 What do American parents expect their children to acquire in school? （ A） The habit of thinking inde
33、pendently. （ B） Profound knowledge of the world （ C） Practical abilities for future career. （ D） The confidence in intellectual pursuits. 52 We can learn from the text that Americans have a history of _. （ A） undervaluing intellect （ B） favoring intellectualism （ C） supporting school reform （ D） sup
34、pressing native intelligence 53 The views of Ravitch and Emerson on schooling are_. （ A） identical （ B） similar （ C） complementary （ D） opposite 54 Emerson, according to the text, is probably _ （ A） a pioneer of education reform （ B） an opponent of intellectualism （ C） a scholar in favor of intellec
35、t （ D） an advocate of regular schooling 55 What does the author think of intellect? （ A） It is second to intelligence. （ B） It evolves from common sense. （ C） It is to be pursued. （ D） It underlies power. 55 Since the dawn of human ingenuity .people have devised ever more cunning tools to cope with
36、work that is dangerous, boring, burdensome, or just plain nasty. That compulsion has resulted in robotics-the science of conferring various human capabilities on machines. And if scientists have yet to create the mechanical version of science fiction, they have begun to come close. As a result, the
37、modern world is increasingly populated by intelligent gizmos whose presence we barely notice but whose universal existence has removed much human labor. Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with mechanical politeness
38、for the transaction. Our subways are controlled by tireless robot-drivers. And thanks to the continual miniaturization of electronics and micro-mechanics, there are already robot systems that can perform some kinds of brain and bone surgery with sub-millimeter accuracyfar greater precision than high
39、ly skilled physicians can achieve with their hands alone. But if robots are to reach the next stage of laborsaving utility, they will have to operate with less human supervision and be able to make at least a few decisions for themselves-goals that pose a real challenge. “While we know how to tell a
40、 robot to handle a specific error, “says Dave Lavery, manager of a robotics program at NASA, “We cant yet give a robot enough common sense to reliably interact with a dynamic world“. Indeed the quest for true artificial intelligence has produced very mixed results. Despite a spell of initial optimis
41、m in the 1960s and 1970s when it appeared that transistor circuits and microprocessors might be able to copy the action of the human brain by the year 2010 .researchers lately have begun to extend that forecast by decades if not centuries. What they found, in attempting to model thought, is that the
42、 human brains roughly one hundred billion nerve cells are much more talented and human perception far more complicated-than previously imagined. They have built robots that can recognize the error of a machine panel by a fraction of a millimeter in a controlled factory environment But the human mind
43、 can glimpse a rapidly changing scene and immediately disregard the 98 percent that is irrelevant instantaneously focusing on the monkey at the side of winding forest road or the single suspicious face in a big crowd. The most advanced computer systems on Earth cant approach that kind of ability, an
44、d neuroscientists still dont know quite how we do it 56 Human ingenuity was initially demonstrated in_. （ A） the use of machines to produce science fiction （ B） the wide use of machines in manufacturing industry （ C） the invention of tools for difficult and dangerous work （ D） the elites cunning tac
45、kling of dangerous and boring work 57 The word “gizmos“ (line 1 .paragraph 2)most probably means_. （ A） programs （ B） experts （ C） devices （ D） creatures 58 According to the text what is beyond mans ability now is to design a robot that can_. （ A） fulfill delicate tasks like performing brain surgery
46、 （ B） interact with human beings verbally （ C） have a little common sense （ D） respond independently to a changing world 59 Besides reducing human labor, robots can also_. （ A） make a few decisions for themselves （ B） deal with some errors with human intervention （ C） improve factory environments （
47、D） cultivate human creativity 60 The author uses the example of a monkey to argue that robots are_. （ A） expected to copy human brain in internal structure （ B） able to perceive abnormalities immediately （ C） far less able than human brain in focusing on relevant information （ D） best used in a cont
48、rolled environment 60 Supporters of the biotech industry have accused an American scientist of misconduct after she testified to the New Zealand government that a genetically modified (GM) bacterium could cause serious damage if released. The New Zealand Life Science Network, an association of pro-GM scientists and organizations, says the view expressed by Elaine Ingham. A soil biologist at Oregon State University in Corvallis, was exaggerated and irresponsible. It has asked her university to discipline her. But Ingham stands by her comments and says the complaints are an attemp
