1、考博英语模拟试卷 107及答案与解析 一、 Structure and Vocabulary 1 A full _ of all the reasons for and against closing the railway has begun （ A） explosion （ B） exploration （ C） exploitation （ D） explanation 2 Trade relationships between the two countries will improve if their _ leaders could agree on the proposed qu
2、otas. （ A） respectable （ B） respective （ C） respectful （ D） respecting 3 Lessons written in blood _ the colonial people to uprising. （ A） propelled （ B） prompted （ C） promoted （ D） proceeded 4 Although students may be in a _ position, teachers shall treat them as equals. （ A） subsidiary （ B） submari
3、ne （ C） subordinate （ D） subsequent 5 We should _ with the doctors request. （ A） consult （ B） conceal （ C） consent （ D） comply 6 Mosquitoes are only means of _ of malaria. （ A） transference （ B） transformation （ C） transition （ D） transmission 7 Helen was so persistent that her husband _ at last. （
4、A） conceded （ B） converged （ C） conceived （ D） conferred 8 He was easily hurt because his feelings were very _. （ A） sensible （ B） sensational （ C） sensitive （ D） senseless 9 What is it that the author wants to _ to his readers through the story? （ A） convey （ B） convince （ C） convert （ D） conform 1
5、0 He couldnt _ his curiosity to see what was in the box. （ A） retain （ B） restrain （ C） restrict （ D） represent 11 I have omitted many things which _ a place in the hook. （ A） reserved （ B） deserved （ C） preserved （ D） observed 12 He often _ in his speech. （ A） rumbles （ B） stumbles （ C） tumbles （ D
6、） jumbles 13 I _ to one daily newspaper and one weekly magazine. （ A） describe （ B） prescribe （ C） subscribe （ D） transcribe 14 The captain of the ship _ the passengers that there was no danger. （ A） insured （ B） assured （ C） ensured （ D） secured 15 Bens wife lost the case, which _ her enormously. （
7、 A） compressed （ B） depressed （ C） impressed （ D） suppressed 16 He was trained as a doctor but _ to diplomacy. （ A） converted （ B） reverted （ C） diverted （ D） averted 17 They seized Belgrade, though only after having encountered a stubborn _. （ A） persistence （ B） resistance （ C） insistence （ D） ass
8、istance 18 The puritan army executed the king, abolished the House of Lords, got the House of Commons to _ England a “commonwealth“, or republic. （ A） proclaim （ B） reclaim （ C） exclaim （ D） declaim 19 The laser represents a true marriage between science and technology, the men who devised it were _
9、 engineers and physicists. （ A） spontaneously （ B） simultaneously （ C） instantaneously （ D） homogeneously 20 The companys training plan was designed to help the employees to improve their work habits and _. （ A） proficiency （ B） sufficiency （ C） insufficiency （ D） efficiency 二、 Cloze 20 At least sin
10、ce the Industrial Revolution, gender roles have been in a state of transition. As a result, cultural scripts about marriage have undergone change. One of the more obvious【 21】 has occurred in the roles that women【 22】 . Women have moved into the world of work and have become adept at meeting expecta
11、tions in that arena,【 23】 maintaining their family roles of nurturing and creating a(n)【 24】 that is a haven for all family members.【 25】 many women experience strain from trying to “do it all,“ they often enjoy the increased【 26】 that can result from playing multiple roles. As womens roles have cha
12、nged, changing expectations about mens roles have become more【 27】 . Many men are relinquishing their major responsibility【 28】 the family provider. Probably the most significant change in mens roles, however, is in the emotional【 29】of family life. Men are increasingly【 30】 to meet the emotional ne
13、eds of their families,【 31】 their wives. In fact, expectations about the emotional domain of marriage have become more significant for marriage in general. Research on【 32】 marriage has changed over recent decades points to the increasing importance of the emotional side of the relationship, and the
14、 importance of sharing in the “emotion work“【 33】 to nourish marriages and other family relationships. Men and women want to experience marriages that are interdependent,【 34】 both partners nurture each other, attend and respond to each other, and encourage and promote each other. We are thus seeing
15、 marriages in which mens and womens roles are becoming increasingly more【 35】 . （ A） incidents （ B） changes （ C） results （ D） effects （ A） take （ B） do （ C） play （ D） show （ A） by （ B） while （ C） hence （ D） thus （ A） home （ B） garden （ C） arena （ D） paradise （ A） When （ B） Even though （ C） Since （ D
16、） Nevertheless （ A） rewards （ B） profits （ C） privileges （ D） incomes （ A） general （ B） acceptable （ C） popular （ D） apparent （ A） as （ B） of （ C） from （ D） for （ A） section （ B） constituent （ C） domain （ D） point （ A） encouraged （ B） expected （ C） advised （ D） predicted （ A） not to mention （ B） as
17、well as （ C） including （ D） especially （ A） how （ B） what （ C） why （ D） if （ A） but （ B） only （ C） enough （ D） necessary （ A） unless （ B） although （ C） where （ D） because （ A） pleasant （ B） important （ C） similar （ D） manageable 三、 Reading Comprehension 35 Distance education is enrollment and study
18、with an educational institution that provides lesson materials prepared in a sequential and logical order for study by students on their own. When each lesson is completed, the student mails or transmits the assigned work to the institution for correction, grading, comment, and subject matter guidan
19、ce by qualified instructors. Corrected assignments are returned promptly to the student. This exchange provides a personalized student-teacher relationship. If a student slows his or her pace or fails to send assignments, the school provides encouragement. Although some institutions provide employme
20、nt placement information and assistance, no reputable school ever guarantees a job to graduates. Distance education and self-study are different. Self-study materials provide no instructional service. Corrected assignments, examinations, and special help provided by a qualified facility are vital to
21、 a good learning situation. However, these are not part of self-study. There are many self-study courses and recordings available, and they may have value, but they clearly are not correspondence or distance education courses. Some institutions offer combination courses that provide training-in-resi
22、dence for students who complete their distance education lessons. In-service or on-the-job training is required or provided with other courses and is a feature of many vocational distance education programs. Quality distance education institutions screen prospective students to assure that only thos
23、e who can benefit from the courses are enrolled. While there are educational prerequisites for some academic subjects, interest and aptitude are the primary factors leading to success in most distance education courses. Because they provide alternative educational opportunities, distance education i
24、nstitutions try not to deny a prospective student the opportunity to succeed in a course interest and experience are good indicators of future success. Distance education courses vary greatly in scope, level, and length. Some have few lessons and require only weeks to complete, while others have a h
25、undred or more assignments requiring three or four years of conscientious study. Also, a wide variety of subjects is offered. Subjects include yacht design, accounting, medical transcription, nutrition, robotics, travel agent training, gun-repair, gem identification, computer programming, catering a
26、nd cooking, and earning an entire high school diploma, just to name a few. There is an increasing recognition of “distance education“ and many colleges offer credit for their distance learning courses or accept some distance education credits of resident students working toward a degree. In fact, ma
27、ny distance education institutions award their own academic degrees. Acceptance of students and awarding of academic credit is the prerogative of the receiving academic institution. Also, the employing organization may set its own credit acceptance policies. 36 Which of the following questions does
28、the passage seek to answer? （ A） Why is distance education important ro the modern society? （ B） What is distance education? （ C） How does distance education differ from self-study? （ D） How is distance education different from college education? 37 Which of the following is true of distance educati
29、on? （ A） The majority of the students fail to pass its examinations. （ B） Personal tutors are assigned to students to offer regular help. （ C） Teachers and students communicate through correspondence. （ D） The courses are set up to suit the pace of each individual student. 38 Distance education is d
30、ifferent from self-study in that it _. （ A） provides training-in-residence for students （ B） eaters to the interest of each individual student （ C） is available to vast majority of students （ D） offers instructional service to students 39 In the third paragraph, the word “prospective“ probably means
31、 _. （ A） intelligent （ B） future （ C） successful （ D） hardworking 40 It is implied in the passage that students of distance education _. （ A） enjoy greater freedom in choosing the subjects to study （ B） do not have to meet any enrolling requirement at all （ C） take longer to complete their study tha
32、n college students （ D） can usually enter college to work toward a degree 40 Researchers have studied the poor as individuals, as families and households, as members of poor communities, neighborhoods and regions, as products of larger poverty-creating structures. They have been analyzed as victims
33、of crime and criminals, as members of minority cultures, as passive consumers of mass culture and active producers of a “counterculture“, as an economic burden and as a reserve army of labor - to mention just some of the preoccupations of poverty research. The elites, who occupy the small upper stra
34、tum within the category of the non-poor, and their functions in the emergence and reproduction of poverty are as interesting and important an object for poverty research as the poor themselves. The elites have images of the poor and of poverty which shape their decisions and actions. So far, little
35、is known about those images, except as they are sketchily portrayed in popular stereotypes. The elites may well ignore or deny the external effects of their own actions (and omissions) upon the living conditions of the poor. Many social scientists may take a very different view. As poverty emerged a
36、nd was reproduced, legal frameworks were created to contain the problems it caused with profound, and largely unknown, consequences for the poor themselves. In general, political, educational and social institutions tend to ignore or even damage the interests of the poor. In constructing a physical
37、in frastructure for transport, industry, trade and tourism, the settlements of the poor are often the first to suffer or to be left standing and exposed to pollution, noise and crowding. Most important are the economic functions of poverty, as for lack of other options the Ix)or are forced to perfor
38、m activities considered degrading or unclean. The poor are more likely to buy secondhand goods and leftover foodstuffs, thus prolonging their economic utility. They are likely to use the services of low-quality doctors, teachers and lawyers whom the non-poor shy away from. Poverty and the poor serve
39、 an important symbolic function, in reminding citizens of the lot that may befall those who do not heed the values of thrift, diligence and cleanliness, and of the constant threat that the rough, the immoral and the violent represent for the rest of society. Physically, the poor and the non-poor are
40、 kept apart, through differential land use and ghettoization. Socially, they are separated through differential participation in the labor market, the consumption economy, and in political, social and cultural institutions. Conceptually, they are divided through stereotyping and media cliche. This s
41、eparation is even more pronounced between the elites and the poor. 41 According to the author, studying the elites also sheds light on poverty research because _. （ A） they are also members of the same society as the poor （ B） they play an important role in creating and reproducing poverty （ C） solu
42、tion of the poverty problem is at their mercy （ D） they know the living conditions of the poor better than other groups 42 While social scientists are devoting much of their effort to poverty research, _. （ A） not enough legal frameworks have been created to relieve the condition of the poor （ B） th
43、ey have done little to actually provide relief programs for the poor （ C） they ignore the role of the elites as an object for poverty research （ D） the poor people themselves do not much appreciate such effort 43 In the eyes of the society, _. （ A） the poor tend to symbolize what lazy and evil peopl
44、e turn out to be （ B） the poor are not worthy of the sympathy the society shows them （ C） economic prejudice is more of an obstacle to the solution of poverty （ D） the non-poor should show more sympathy for the poor 44 The word “pronounced“ in the last sentence of the passage probably means _. （ A）
45、sympathetic （ B） conspicuous （ C） identifiable （ D） unbridgeable 45 In the passage, the author is mainly concerned with _. （ A） analyzing a problem （ B） providing a solution （ C） defining a situation （ D） outlining a proposal 45 Industrial production managers coordinate the resources and activities
46、required to produce millions of goods every year in the United States. Although their duties vary from plant to plant, industrial production managers share many of the same major responsibilities. These responsibilities include production scheduling, staffing, procurement and maintenance of equipmen
47、t, quality control, inventory control, and the coordination of production activities with those of other departments. The primary mission of industrial production managers is planning the production schedule within budgetary limitations and time constraints. They do this by analyzing the plants pers
48、onnel and capital resources to select the best way of meeting the production quota. Industrial production managers determine, often using mathematical formulas, which machines, will be used, whether new machines need to be purchased, whether overtime or extra shifts are necessary, and what the seque
49、nce of production will be. They monitor the production run to make sure that it stays on schedule and correct any problems that may arise. Industrial production managers also must monitor product standards. When quality drops below the established standard, they must determine why standards are not being maintained and how to improve the product. If the problem relates to the quality of work performed in the plant, the manager may imple
