1、考研英语模拟试卷 118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 The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a fri
2、end and in a university class, respectively. He gave them an example and asked them how they would (1)_ if they had a lunch appointment with a friend, the average American student (2)_ lateness as 19 minutes after the (3)_ time. On the other hand, the average Brazilian student felt the friend was la
3、te after 33 minutes. In an American university, students are expected to arrive at the appointed (4)_ Classes not only begin, but also end at the (5)_ time in the United States. In the Brazilian class, only a few students left the class at noon; many (6)_ past 12:30 to discuss questions. (7)_ arrivi
4、ng late may not be very important in Brazil, (8)_ is staying late. The (9)_ for these differences is complicated. People from Brazilian and North American (10)_ have different feeling about lateness. In Brazil, the students believe that a person who usually (11)_ than a person who is always (12)_. I
5、n fact, Brazilians expect a person with (13)_ or prestige to arrive late, while in the United States lateness is usually (14)_ disrespectful and unacceptable. (15)_, if a Brazilian is late for an appointment with a North American, the American may misinterpret the (16)_ and become angry. As a result
6、 of his study, the professor learned that the Brazilian students were not being (17)_ to him. Instead, they were simply be having in the (18)_ way for a Brazilian student in Brazil. Eventually, the professor was able to (19)_ his own behavior so that he could feel (20)_ in the new culture. （ A） refl
7、ect （ B） react （ C） recall （ D） reply （ A） defined （ B） regarded （ C） described （ D） expected （ A） discussed （ B） agreed （ C） decided （ D） settled （ A） instant （ B） minute （ C） moment （ D） hour （ A） scheduled （ B） assigned （ C） arranged （ D） appointed （ A） appeared （ B） reported （ C） remained （ D） r
8、eturned （ A） When （ B） Although （ C） While （ D） Despite （ A） either （ B） neither （ C） but （ D） also （ A） statement （ B） situation （ C） environment （ D） explanation （ A） countries （ B） customs （ C） cultures （ D） continent （ A） arrives （ B） attends （ C） remains （ D） stays （ A） at the time （ B） in no t
9、ime （ C） ahead of time （ D） on time （ A） position （ B） career （ C） status （ D） title （ A） understood （ B） considered （ C） granted （ D） recognized （ A） Nevertheless （ B） However （ C） Occasionally （ D） Consequently （ A） factor （ B） cause （ C） reason （ D） excuse （ A） disrespectful （ B） unacceptable （ C
10、） informal （ D） mistaken （ A） probable （ B） special （ C） appropriate （ D） particular （ A） attempt （ B） adapt （ C） accept （ D） adopt （ A） grateful （ B） precious （ C） welcome （ D） comfortable Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or
11、D. (40 points) 21 Beauty has always been regarded as something praiseworthy. Almost everyone thinks attractive people are happier and healthier, have better marriages and have more respectable occupations. Personal consultants give them better advice for finding jobs. Even judges are softer on attra
12、ctive defendants. But in the executive circle, beauty can become a liability. While attractiveness is a positive factor for a man on his way up the executive ladder, it is harmful to a woman. Handsome male executives were perceived as having more integrity than plainer men; effort and ability were t
13、hought to account for their success. Attractive female executives were considered to have less integrity than unattractive ones; their success was attributed not to ability but to factors such as luck. All unattractive women executives were thought to have more integrity and to be more capable than
14、the attractive female executives. Interestingly, though, the rise of the unattractive overnight successes was attributed more to personal relationships and less to ability than was that of attractive overnight successes. Why are attractive women not thought to be able? An attractive woman is perceiv
15、ed to be more feminine and an attractive man more masculine than the less attractive ones. Thus, an attractive woman masculine position appears to lack the “masculine“ qualities required. This is tree even in politics. “When the only clue is how he or she looks, people treat men and women differentl
16、y,“ says Anne Bow man, who recently published a study on the effects of attractiveness on political candidates. She asked 125 undergraduate students to rank two groups of photographs, one of men and one of women, in order of attractiveness. The students were told the photographs were of candidates f
17、or political offices. They were asked to rank them again, in the order they would vote for them. The results showed that attractive males utterly defeated unattractive men, but the women who had been ranked most attractive invariably received the fewest votes. 21 The word “liability“(Para. 1) most p
18、robably means “_“. （ A） misfortune （ B） instability （ C） disadvantage （ D） burden 22 In traditionally female jobs, attractiveness _. （ A） reinforces the feminine qualities required （ B） makes women look more honest and capable （ C） is of primary importance to women （ D） often enables women to succee
19、d quickly 23 Bowmans experiment reveals that when it comes to politics, attractiveness _. （ A） turns out to be an obstacle to men （ B） affects men and women alike （ C） has as little effect on men as on women （ D） is more of an obstacle than a benefit to women 24 It can be inferred from the passage t
20、hat peoples views on beauty are often _. （ A） practical （ B） prejudiced （ C） old-fashioned （ D） radical 25 The author writes this passage to _. （ A） discuss the negative aspects of being attractive （ B） give advice to job-seekers who are attractive （ C） demand equal rights for women （ D） emphasize t
21、he importance of appearance 26 The U.S. government has recently helped people learn more about the dangers of earthquakes by publishing a map. This map shows the chances of an earthquake in each part of the country. The areas of the map where earthquakes are most likely to occur are called earth qua
22、ke “belts“ where government is spending a great deal of money and is working hard to help discover the answer to these two questions; 1. Can we predict earthquakes? 2. Can we control earthquakes? To answer the first question, scientists are looking very closely at the most active fault(断层 ) systems
23、in the country, such as the San Andreas fault in California. A fault is a. break between two sections of the earths surface. These breaks between sections are the places where earthquakes occur. Scientists look at the faults for changes, which might show that an earthquake was about to occur. But it
24、 will probably be many years before we can predict earthquakes accurately. And the control of earthquakes is even farther away. Nevertheless, there have been some interesting developments in the field of controlling earthquakes. The most interesting development concerns the Rocky Mountain Arsenal ea
25、rthquakes. Here water was put into a layer of rocks 4,000 meters below the surface of the ground. Shortly after this injection of water, there were a small number of earthquakes. Scientists have decided that the water which was injected into the rocks worked like oil on each other. When the water “o
26、iled“ the fault, the fault became slippery and the energy of an earthquake was released. Scientists are still experimenting at the site of these earthquakes. They have realized that there is a connection between the injection of the water and the earthquake activity. They have suggested that it migh
27、t be possible to use this knowledge to prevent very big, destructive earthquakes, that is, scientists could inject some kind of fluid-like water into faults and change one big earthquake into a number of small, harmless earthquakes. 26 Earthquake belts are _. （ A） maps that show where earthquakes ar
28、e likely to occur （ B） zones with a high probability of earthquakes （ C） breaks between two sections of the earths surface （ D） the two layers of earth along a fault 27 The San Andreas fault is _. （ A） an active fault system （ B） a place where earthquakes have been predicted accurately （ C） a place
29、where earthquakes have been controlled （ D） the location of the Rocky Mountain 28 What did scientists learn about earthquakes at the Rocky Mountain Arsenal? （ A） They occur at about 4,000 meters below ground level. （ B） The injection of water into earthquake faults prevents earthquakes from occurrin
30、g. （ C） They are usually caused by the oil in the faults. （ D） Harmful earthquakes can be possibly prevented by causing small, harmless earthquakes. 29 What can be said about the experiments at Rocky Mountain Arsenal? （ A） They have no practical value in earthquake prevention. （ B） They may have pra
31、ctical value in earthquake prevention. （ C） They are certain to have practical value in earthquake prevention. （ D） The article does not say anything about their practical value in earthquake prevention. 30 What is the most appropriate title for the passage? （ A） Dangers of Earthquakes. （ B） Earthqu
32、ake Belts and Prediction. （ C） Earthquake Prediction and Control. （ D） Earthquake Engineering in California. 31 Recently, a possible alternative way of producing paper has been suggested by agriculturalists and environmentalists: a plant called hemp. Hemp has been cultivated by many cultures for tho
33、usands of years. It produces fiber, which can be made into paper, fuel, oils, textiles, food, and rope. For centuries, it was essential to the economies of many countries because it was used to make the ropes and cables used on sailing ships; colonial expansion and the establishment of a world wide
34、trading network would not have been feasible without hemp. Nowadays, ships cables are usually made from wire or synthetic fibers, but scientists are now suggesting that the cultivation of hemp should be revived for the production of paper and pulp. According to its proponents, four times as much pap
35、er can be produced from land using hemp rather than trees, and many environmentalists believe that the large-scale cultivation of hemp could reduce the pressure on worlds forests. However, there is a problem: hemp is illegal in many countries of the world. This plant, so useful for fiber, rope, oil,
36、 fuel and textiles, is a species of cannabis(大麻 ), related to the plant from which marijuana is produced. In the late 1930s, a movement to ban the drug marijuana began to gather froce, resulting in the eventual banning of the cultivation not only of the plant used to produce the drug, but also of th
37、e commercial producingproducing hemp plant. Although both George Washington and Thomas Jefferson grew hemp in large quantities on their own land, any American growing the plant today would soon find himself in prison despite the fact that marijuana cannot be produced from the hemp plant, since it co
38、ntains almost no THC (the active ingredient in the drug). In recent years, two major movements for legalization have been gathering strength. One group of activists believes that ALL cannabis should be legal both the hemp plant and the marijuana plant and that the use of the drug marijuana should no
39、t be an offense. They argue that marijuana is not dangerous or addictive, and that it is used by large numbers of people who are not criminals but productive members of society. They also point out that marijuana is less toxic than alcohol or tobacco. The other legalization movement is concerned onl
40、y with the hemp plant used to produce producing; this group wants to make it legal to cultivate the plant and sell the fiber for paper and pulp production. This second group has had a major triumph recently: in 1997, Canada legalized the farming of hemp for fiber. For the first time since 1938, hund
41、reds of farmers are planting this crop, and soon we can expect to see pulp and paper produced from this new source. 31 What equipment on a ship was made from hemp? （ A） Ropes. （ B） Waterproof cloth. （ C） Engine fuel. （ D） Life rafts. 32 What drug can be obtained from a relative of hemp? （ A） Cocaine
42、. （ B） Heroin. （ C） Amphetamine. （ D） Marijuana. 33 Why was the plant hemp essential to worldwide trade in the past? （ A） Ships ropes were made from it. （ B） Hemp was a very profitable export. （ C） Hemp was used as fuel for ships. （ D） Hemp was used as food for sailors. 34 Way do agriculturalists th
43、ink that hemp would be better for paper production than trees? （ A） It is cheaper to grow hemp than to cut down trees. （ B） More paper can be produced from the same area of land. （ C） Hemp produces higher quality paper. （ D） It is easier to find hemp than to find trees. 35 Why was hemp banned? （ A）
44、It is related to the marijuana plant. （ B） It can be used to produce marijuana. （ C） It was not longer a useful crop. （ D） It was destructive to the land. 36 Changes in the economy, Europes reunification and technological evolution challenge our educational system. Vocational education will be parti
45、cularly touched. It will be then necessary to intervene in the field of higher vocational education. Their level of education has to be qualitatively redefined and adapted to current demands. Professionals will have new chances of promotion through these reforms. At this point, vocational education
46、has to define itself as being equal to high school-university courses, while keeping its particularities. As far as employment opportunities are concerned, it is assumed that graduates from colleges of higher education have more or less the same chances to find a job as university graduates. In some
47、 areas, the former will probably even find employment easier, as their practical work experience is by far larger than university students. These may possess a much larger theoretical background as they start working but would in most cases need more time to get familiar with the practical side of t
48、heir job. Those among higher vocational schools that satisfy the prerequisite for courses and research-development studies will be upgraded to colleges of higher education. We are happy to see that our higher vocational colleges (engineering school for example) have already good contacts with econom
49、ical circles. By putting together different subjects and research-development facilities into a dozen of colleges of higher education, we will be able to guarantee quality education and a better use of already existing technical and financial means. We thus have to group schools together, most of which are being at present geographically separated. Vocational education, also giving the possibility to deepen professional knowledge through attractive courses
