1、考研英语模拟试卷 166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 Many professions are associated with a particular stereotype. The classic (1)_ of a writer, for example, is (2)_ a slightly crazy-l
2、ooking person, (3)_ in an attic, writing away furiously for days (4)_ end. Naturally, he has his favorite pen and note-paper, or a beat-up typewriter, (5)_ which he could not produce a readable word. Nowadays, we know that such images bear little (6)_ to reality. But are they completely (7)_? In the
3、 case of at least one writer, it would seem not. Dame Muriel Spark, who (8)_ 80 in February, in many ways resembles this stereotypical “writer“. She is certainly not (9)_, and she doesnt work in an attic. But she is rather particular (10)_ the tools of her trade. She insists on writing with a (11)_
4、type of pen in a certain type of notebook, which she buys from a certain stationer in Edinburgh called James Thin. In fact, so (12)_ is she that, if someone uses one of her pens by (13)_, she immediately throws it away. And she claims she (14)_ enormous difficulty writing in any notebook other than
5、(15)_ sold by James Thin. This could soon be a (16)_, as the shop no longer stocks them, (17)_ Dame Muriels supply of 72-page spiral bound is nearly (18)_. As well as her “obsession“ about writing materials, Muriel Spark (19)_ one other characteristic with the stereotypical “writer“: her work is the
6、 most (20)_ thing in her life. It has stopped her from marrying; cost her old friends and made her new ones, and driven her from London to New York to Rome, Today she lives in the Italian province of Tuscany with a friend. （ A） drawing （ B） image （ C） description （ D） illustration （ A） of （ B） about
7、 （ C） for （ D） like （ A） locks （ B） lock （ C） locked （ D） locking （ A） to （ B） on （ C） for （ D） at （ A） except （ B） besides （ C） with （ D） without （ A） witness （ B） testimony （ C） relationship （ D） resemblance （ A） false （ B） stupid （ C） true （ D） faithful （ A） aged （ B） grew （ C） turned （ D） entere
8、d （ A） enthusiastic （ B） emotional （ C） furious （ D） crazy （ A） with （ B） about （ C） to （ D） of （ A） certain （ B） typical （ C） strange （ D） peculiar （ A） incredible （ B） susceptible （ C） superstitious （ D） suspicious （ A） mistake （ B） error （ C） accidence （ D） chance （ A） has （ B） has had （ C） will
9、have （ D） would have （ A） those （ B） these （ C） them （ D） they （ A） defect （ B） problem （ C） merit （ D） virtue （ A） so （ B） therefore （ C） and （ D） thus （ A） completed （ B） finished （ C） stopped （ D） halted （ A） possess （ B） have （ C） hold （ D） share （ A） important （ B） urgent （ C） interesting （ D）
10、pleasant Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 Henry Kissinger may be the most successful, certainly the most flamboyant, Secretary of State to hold that office in modern times. When he was appointed in the lat
11、e 1960s, there were no American ties with Communist China, Vietnam and Berlin seemed ready to draw the United States into a third world war, and Russia was seen as “the enemy“. But all this has changed, and Henry Kissinger caused much of the change; in 1971, he made his first trip to China, a trip t
12、hat was the beginning of the current ties between the United States and China. He brought the United States and Russia closer together on major issues by the policy he called “detente“, literally meaning a relaxation. His philosophy was always to talk and to bring together. With these two policies,
13、Kissinger did much to draw attention away from any possible Russia-American friction. In 1973 he made his first visit to Egypt. Here he was able to begin U.S. relations with Egypt. He used his contact later to begin the sort of talks that the American press called “shuttle diplomacy“. For ninety-nin
14、e days, he “shuttled“ back and forth on flights between Cairo and Jerusalem to work out a step-by step withdrawal of Israeli troops from the Sinai desert. His wit, his careful approach to detail, and his presence made “shuttle diplomacy“ work. It was the only successful approach to Mid-east peace in
15、 the thirty years since the state of Israel was founded. Another major work was the Strategic Arms Limitation Talk. Though his term in office passed with the treaty unsigned, Kissinger left a draft of the treaty to which the Russians had already agreed. The SALT treaty spelled out a one-tenth reduct
16、ion in nuclear arms, a major accomplishment by any standard, even if one does not consider all the other conditions and limitations included in the treaty. Even though he successfully helped bring an end to the Vietnam War, Kissingers final days in office were affected, as was the entire executive b
17、ranch in one way or another, by the scandals of the Nixon White House. Kissingers critics point to his role in placing wiretaps on the phones of reporters and officials and to what they consider his “high-handed“ approach to setting foreign policy. But Kissinger, during the last few months of the Ni
18、xon presidency, limited the effects of American domestic problems on our foreign policy. He continued talks in the Middle East. He continued close contact with the Soviet Union. History will decide in the final view, as Kissinger and many presidents often said, on the value of his service. Whatever
19、they decide, whether his actions are finally to be considered wise or foolish, he had a personal vision that will be difficult to match. Notes: work out 制定 spell out 清楚地说明 wiretap 窃听 (电话 ) scandal 丑闻 21 According to the context, the word “flamboyant“ most likely means （ A） notorious. （ B） ambiguous.
20、 （ C） showy. （ D） arbitrary. 22 It can be inferred from the last paragraph of the text that （ A） shuttle diplomacy seriously affected the SALT treaty. （ B） Watergate scandals made Kissinger ineffective. （ C） some of the things Kissinger initiated are still being worked out. （ D） Kissinger is an outs
21、tanding politician but unable to cope with domestic affairs. 23 The text does not directly say, but implies that Kissinger （ A） suffered a series of defeats while being in office. （ B） significantly altered the direction of international relationships. （ C） was unsuccessful in bringing about peace i
22、n the Middle East. （ D） played a more important role than the president during the Nixon administration. 24 The main idea of the text is that （ A） Kissinger helped smooth over many conflicts in the world. （ B） as the Secretary of State, Kissinger was very influential in American foreign policy. （ C）
23、 a lot of international conflicts would not have been resolved without Kissingers effort. （ D） Kissinger did much to end the cold war with the Communist World. 25 The authors tone in the text may best be summarized as that of （ A） objectivity. （ B） suspicion. （ C） sympathy. （ D） admiration. 26 Under
24、 pressure from animal welfare groups, two national science teachers associations have adopted guidelines that ban classroom experiments harming animals. The National Association of Biology Teachers and the National Science Teachers Association hope to end animal abuse in elementary and secondary sch
25、ools and, in turn, discourage students from mishandling animals in home experiments and science fair projects. Animal welfare groups are apparently most concerned with high school students experimenting with animals in extracurricular projects. Barbara Orlans, President of the Scientists Center for
26、Animal Welfare, said that students have been performing surgery at random, testing known poisonous substances, and running other pathology experiments on animals without even knowing normal physiology. At one science fair, a student cut off the leg and tail of a lizard to demonstrate that only the t
27、ail can regenerate, she said. In another case, a student bound sparrows, starved them and observed their behavior. “The amount of abuse has been quite horrifying,“ Orlans said. Administrators of major science fairs are short-tempered over the teachers policy change and the impression it has created.
28、 “The teachers were sold a bill of goods by Barbara Orlans,“ said Thurman Grafton, who heads the rules committee for the International Science and Engineering Fair. “Backyard tabletop surgery is just nonsense. The new policies throw cold water on students inquisitiveness,“ he said. Grafton said he w
29、ouldnt deny that there hasnt been animal abuse among projects at the international fair, but he added that judges reject contestants who have unnecessarily injured animals. The judges have a hard time monitoring local and regional fairs that may or may not choose to comply with the international fai
30、rs rules that stress proper care of animals, Grafton said. He said that several years ago, the Westinghouse Science Talent Search banned harmful experiments to animals when sponsors threatened to cancel their support after animal welfare groups lobbied for change. The teachers adopted the new polici
31、es also to fend off proposed legislation in states including Missouri and New York that would restrict or prohibit experiments on animals. Officials of the two teachers organizations say that they dont know how many animals have been abused in the classroom. On the one hand, many biology teachers ar
32、e not trained in the proper care of animals, said Wayne Moyer, executive director of the biology teachers association. On the other, the use of animals in experiments has dropped in recent years because of school budget cuts. The association may set up seminars to teach better animal care to its mem
33、bers. Notes: pathology 病理学 lizard 蜥蜴 tabletop 桌面 short-tempered 脾气 lobby for 游说支持 fend off 躲开 26 The title which best expresses the content of the text is （ A） Science Teachers to Ban Testing Harmful to Animals. （ B） Teachers Policy Change in Experiment on Animals. （ C） The New Policies of Banning H
34、armful Experiments to Animals. （ D） The Importance of Prohibiting Harmful Experiments on Animals. 27 According to the text, animal welfare groups have succeeded in （ A） stopping all animal abuse in schools. （ B） establishing guidelines that ban classroom experiments harming animals. （ C） protecting
35、animals from being experimented with in extracurricular projects. （ D） persuading two national science teachers associations to adopt an animal protection policy. 28 Thurman Grafton suggests that （ A） animal abuse is horrible and should be terminated. （ B） the teachers have been compelled to do all
36、animal experiments. （ C） prohibition of experiments on animals will discourage students from being curious. （ D） the international science and Engineering Fair will cease to operate because of the new policies. 29 It can be learned from the text that the teachers ban harmful experiments to animals i
37、n order to （ A） maintain ecological balance. （ B） please animal welfare groups. （ C） get financial support from their sponsors. （ D） protect necessary harmless experiments on animals. 30 It is suggested toward the end of the text that （ A） the seriousness of animal abuse in the classroom is unknown.
38、 （ B） training teachers in animal care may contribute to reducing animal abuse. （ C） fewer animals have been used in experiments in recent years. （ D） many biology teachers are not trained in proper care of animal. 31 After World War II the glorification of an ever-larger GNP formed the basis of a n
39、ew materialism, which became a sacred obligation for all Japanese governments, businesses and trade unions. Anyone who mentioned the undesirable by-products of rapid economic growth was treated as a heretic. Consequently, everything possible was done to make conditions easy for the manufacturers. Fe
40、w dared question the wisdom of discharging untreated waste into the nearest water body or untreated smoke into the atmosphere. This silence was maintained by union leaders as well as by most of the countrys radicals; except for a few isolated voices, no one protested. An insistence on treatment of t
41、he various effluents would have necessitated expenditures on treatment equipment that in turn would have given rise to higher operating costs. Obviously, this would have meant higher prices for Japanese goods, and ultimately fewer sales and lower industrial growth and GNP. The pursuit of nothing but
42、 economic growth is illustrated by the response of the Japanese government to the American educational mission that visited Japan in 1947. After surveying Japans educational program, the Americans suggested that the Japanese fill in their curriculum gap by creating departments in chemical and sanita
43、ry engineering. Immediately, chemical engineering departments were established in all the countrys universities and technical institutions. In contrast, the recommendation to form sanitary engineering departments was more or less ignored, because they could bring no profit. By 1960, only two second-
44、rate universities, Kyoto and Hokkaido, were interested enough to open such departments. The reluctance to divert funds from production to conservation is explanation enough for a certain degree of pollution, but the situation was made worse by the type of technology the Japanese chose to adopt for t
45、heir industrial expansion. For the most part, they simply copied American industrial methods. This meant that methods originally designed for use in a country that stretched from the Atlantic to the Pacific with lots of air and water to use as sewage receptacles were adopted for an area a fraction o
46、f the size. Moreover, the Japanese diet was much more dependent on water as a source of fish and as an input in the irrigation of rice; consequently discharged wastes built up much more rapidly in the food chain. Notes: heretic 异教徒 sanitary 卫生的 for the most part 基本上 receptacle 储存地 31 According to th
47、e text, no measures were resorted to in environmental protection after World War in Japan because （ A） they were reckoned to be unnecessary. （ B） they would check economic development. （ C） no one was much interested in them. （ D） pollution was held as inevitable at that time. 32 According to the co
48、ntext, the word “effluents“ in Para. 1 is closest in meaning to （ A） by-effects. （ B） drainage. （ C） solid wastes. （ D） risks. 33 It can be learned from the text that soon after the Second World War （ A） hardly anyone suspected that it was unwise to contaminate the water and air. （ B） people unanimo
49、usly found it acceptable to damp industrial wastes into the sea. （ C） the government tried to deal with the pollution problem but in vain. （ D） nobody attached great significance to the remedy for public hazards. 34 According to the logical clue of the text, the second paragraph is an example to show that （ A） Japan was markedly influenced by the U.S. in education. （ B） education in Japan was not so developed as that in the U.S. （ C） Japanese educational institutions were much the
