1、考博英语模拟试卷 163及答案与解析 一、 Reading Comprehension 0 For years, doctors have given cancer patients three main treatments: surgery, radiation and chemotherapy. Now researchers are developing a fourth weapon: the patients own immune system. New vaccines and drugs can stimulate the production of an army of ce
2、lls and antibodies that kill cancer cells. Drug-vaccine therapy may be lifesaver for Deerfield man. Few people survive advanced melanoma, but immune therapy is giving Deerfield resident Douglas Parker a fighting chance. The 46-year-old salesman noticed a mole on his chest three and a half years ago
3、that was found to be cancerous. Doctors removed the mole but didnt get all of the cancer. The cancer spread to other parts of his body, including his liver, where a tumor grew as large as a baseball. Parker took interferon and interleukin-2 to boost his immune systems ability to fight the cancer. Th
4、e tumor shrank but didnt disappear. In August, 1997, surgeons removed it, along with two-thirds of his liver. Last January, doctors discovered a new tumor on Parkers left adrenal gland. He received an experimental cancer vaccine at the University of Chicago Hospitals, but the vaccine didnt stop the
5、cancer from spreading to his right adrenal gland. To augment the vaccine, doctors at Lutheran General Hospital gave Parker a new round of interleukin-2 and interferon. The drug-vaccine combination has shrunk the tumors. And while its too early to pronounce Parker cured, immune therapy may save his l
6、ife. “I want to do this to help myself as well as other people who have melanoma, he said. Immune therapy “ultimately will be a significant change in the way we treat a lot of different cancers,“ said Dr. Jon Richards of Lutheran General Hospital in Park Ridge, who is testing cancer vaccines on mela
7、noma patients. “It will be an equal partner with the other three treatments in the next five to ten years.“ Several drugs that bolster the immune system have been approved, and vaccines are being tested in dozens of clinical trials, including several in the Chicago area. Many of the experimental vac
8、cines have been tested on patients with advanced melanoma who have little chance of surviving with conventional treatments alone. Researchers also have begun doing work that could lead to vaccines to treat prostate, lung, colon and other cancers. Immune therapy alone wont cure cancer. But when used
9、after conventional treatments, it could kill cancer cells that survive surgery, radiation or chemotherapy, researchers said. Some day, vaccines also might be able to prevent certain cancers. It may be possible to vaccinate against viruses and bacteria that help cause cervical, liver and stomach canc
10、ers, the National Cancer Institute said. 1 The “fourth weapon“ cures cancer by_. （ A） replacing cancerous cells （ B） boosting the immune system （ C） killing cancer cells directly （ D） quickening the reproduction of cells 2 Before he tried the drug-vaccine combination, Mr. Parker was kept alive throu
11、gh _. （ A） surgery （ B） radiation （ C） chemotherapy （ D） immune therapy 3 What does Dr. Jon Richards mean when he says “It will be an equal partner with the other three treatments in the next five to ten years“ ? （ A） Within a decade, immune therapy will replace the other treatments. （ B） In the nea
12、r future, immune therapy will prove to be a better treatment. （ C） For some time, immune therapy will not be the only treatment for the desired effect. （ D） Within the next five to ten years, immune therapy will only be the main treatment for cancer. 4 According to the passage, the prospect of curin
13、g cancer through immune therapy is _. （ A） dim （ B） doomed （ C） questionable （ D） bright 5 According to the passage, all of the following are true EXCEPT that _. （ A） Mr. Parker will successfully survive his cancer （ B） immune therapy has made a great difference in curing cancer （ C） Mr. Parker is w
14、illing to receive immune therapy （ D） immune therapy is the most effective when supplemented by conventional treatment 5 Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a hitter and sometimes violent dispute. By 1965, when a mea
15、sure of genuine integration had become a reality in many school districts, the schools again found themselves in the eye of a stormy controversy. This time the question was not which children were going to what schools but what kind of education society should provide for the students. The goal of h
16、igh academic performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more liberal and free schooling. Many university and some high-school students from all ethnic groups and classes had been growing more and more frustratedso
17、me of them desperately soover what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, internati
18、onal strife, deadly weaponry., and discrimination. Pressure for reform came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly. The blacks wanted new textbooks in which
19、 their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take
20、into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods th
21、at recognized their existence as individual human beings rather than as faceless robots competing for grades. Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students s
22、ocial and ethnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s a
23、s alternatives to and examples for the traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservatives and liberals. 6 The major dispute in 1954 can be summarized
24、 as _. （ A） which children should attend what schools （ B） what kind of education schools should provide for children （ C） what kind of schooling was the most ideal （ D） how schools should achieve high academic performance 7 The second paragraph is mainly about_. （ A） social evils existing in the 19
25、50s and 1960s （ B） reforms carried out in the educational system （ C） pressure for reforming the educational system （ D） discriminatory practices against the ethnic groups 8 Educators accused intelligence and aptitude tests of_. （ A） ignoring contemporary social problems （ B） being the only standard
26、 for enrolling applicants （ C） being culturally biased towards some students （ D） net reflecting the applicants real competence 9 The author regards the appeal to education reform in the 1950s and the 1960s chiefly as_. （ A） a proper reaction to racial discrimination of the time （ B） a demand for an
27、 innovative curriculum and teaching method （ C） no more than a challenge reformers put to conservatives （ D） an effort to enhance education levels of the country 10 The best title for this passage might be _. （ A） The Discriminatory Educational Policies in the 1950s and 1960s （ B） The Demand for Edu
28、cational Reform in the 1950s and 1960s （ C） The Racial Problems in Schools in the 1950s and 1960s （ D） The Educational Reforms in the 1950s and 1960s 10 For most of us, the work is the central, dominating fact of life. We spend more than half our conscious hours at work, preparing for work, travelin
29、g to and from work. What we do there largely determines our standard of living and to a considerable extent the status we are accorded by our fellow citizens as well. It is sometimes said that because leisure has become more important the indignities and injustices of work can be pushed into a comer
30、, that because most work is pretty intolerable, the people who do it should compensate for its boredom, frustration and humiliations by concentrating their hopes on the other parts of their lives. I reject that as a counsel of despair. For the foreseeable future the material and psychological reward
31、s which work can provide, and the conditions in which work is done, will continue to play a vital part in determining the satisfaction that lie can offer. Yet only a small minority can control the pace at which they work or the conditions in which their work is done; only for a small minority does w
32、ork offer scope for creativity, imagination, or initiative. Inequality at work and in work is still one of the cruelest and most glaring forms of inequality in our society. We cannot hope to solve the more obvious problems of industrial life, many of which arise directly or indirectly from the frust
33、rations created by inequality at work, unless we tackle it head-on. Still less can we hope to create a decent and humane society. The most glaring inequality is that between managers and the rest. For most managers, work is an opportunity and a challenge. Their jobs engage their interest and allow t
34、hem to develop their abilities. They are constantly learning; they are able to exercise responsibility; they have a considerable degree of control over their own and others working lives. Most important of all, they have opportunity to initiate. By contrast, for most manual workers, and for a growin
35、g number of white-collar workers, work is a boring, dull, even painful experience. They spend all their working lives in conditions which would be regarded as intolerablefor themselvesby those who take the decisions which let such conditions continue. The majority have little control over their work
36、; it provides them with no opportunity for personal development. Often production is so designed that workers are simply part of the technology. In offices, many jobs are so routine that workers justifiably feel themselves to be mere cogs in the bureaucratic machine. As a direct consequence of their
37、 work experience, many workers feel alienated from their work and their firm, whether it is in public or in private ownership. 11 In the authors opinion, people judge others by_. （ A） the type of work they do （ B） the place where they work （ C） the time they spend at work （ D） the amount of money th
38、ey earn 12 According to the author, in the future, work will _. （ A） matter less than it does now （ B） be as important as it is now （ C） be better paid than it is now （ D） offer more satisfaction 13 What does the author think is needed to solve our industrial problems? （ A） A reduction in the number
39、 of strikes. （ B） Equality in salaries. （ C） A more equal distribution of responsibility. （ D） An improvement in moral standards. 14 What advantages does the author say managers have over other workers? （ A） They cannot lose their jobs. （ B） They get time off to attend course. （ C） They can work at
40、whatever interests them. （ D） They can make their own decisions. 15 Working conditions generally remain bad because _. （ A） the workers are quite satisfied with them （ B） no one can decide what to do about them （ C） managers see no need to change them （ D） office workers want to protect their positi
41、ons 15 Justice in society must include both a fair trial to the accused and the selection of an appropriate punishment for those proven guilty. Because justice is regarded as one form of equality, we find in its earlier expressions the idea of a punishment equal to the crime. Recorded in the Old Tes
42、tament is the expression “an eye for an eye, and a tooth for a tooth“. That is, the individual who has done wrong has committed an offence against society. To make up for his offence, society must get even. This can be done only by doing an equal injury to him. This conception of retributive justice
43、 is reflected in many parts of the legal documents and procedures of modem times. It is illustrated when we demand the death penalty for a person who has committed murder. This philosophy of punishment was supported by the German idealist Hegel. He believed that society owed it to the criminal to gi
44、ve a punishment equal to the crime he had committed. The criminal had by his own actions denied his true serf and it is necessary to do something that will counteract this denial and restore the self that has been denied. To the murderer nothing less than giving up his own will pay his debt. The dem
45、and of the death penalty is a right the state owes the criminal and it should not deny him his due. Modem jurists have tried to replace retributive justice with the notion of corrective justice. The aim of the latter is not to abandon the concept of equality but to find a more adequate way to expres
46、s it. It tries to preserve the idea of equal opportunity for each individual to realize the best that is in him. The criminal is regarded as being socially ill and in need of treatment that will enable him to become a normal member of society. Before a treatment can be administered, the cause of his
47、 antisocial behavior must be found. If the cause can be removed, provisions must be made to have this done. Only those criminals who are incurable should be permanently separated from the rest of the society. This does not mean that criminals will escape punishment or be quickly returned to take up
48、careers of crime. It means that justice is to heal the individual, not simply to get even with him. If severe punishments are the only adequate means for accompanying this, it should be administered. However, the individual should be given every opportunity to assume a normal place in society. His c
49、onviction of crime must not deprive him of the opportunity to make his way in the society of which he is a part. 16 The best title for this passage is _. （ A） Fitting Punishment to the Crime （ B） Approaches to Just Punishment （ C） Improvement in Legal Justice （ D） Attaining Justice in the Courts 17 Hegel would view the death sentence for murder as _. （ A） inadequate justice （ B） an admission of not being able to cure a disease （ C） the best way for society to get revenge （ D） an inalienable birthrig
