1、考研英语模拟试卷 232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 Whats your earliest childhood memory? Can you remember learning to walk? Or talk? The first time you heard thunder or watched a tel
2、evision program? Adults seldom (1)_ events much earlier than the year or so before entering school, (2)_ children younger than three or four (3)_ retain any specific, personal experiences. A variety of explanations have been (4)_ by psychologists for this “childhood amnesia“. One argues that the hip
3、po-campus, the region of the brain which is (5)_ for forming memories, does not mature until about the age of two. But the most popular theory (6)_ that, since adults dont think like children, they cannot (7)_ childhood memories. Adults think in words, and their life memories are like stories or (8)
4、_ one event follows (9)_ as in a novel or film. But when they search through their mental (10)_ for early childhood memories to add to this verbal life story. they dont find any that fit the (11)_ Its like trying to find a Chinese word in an English dictionary. Now psychologist Annette Simms of the
5、New York State University offers a new (12)_ for childhood amnesia. She argues that there simply arent any early childhood memories to (13)_. According to Dr. Simms, children need to learn to use someone elses spoken description of their personal (14)_ in order to turn their own short-term, quickly
6、forgotten (15)_ of them into long-term memories. In other (16)_, children have to talk about their experiences and hear others talk about (17)_Mother talking about the afternoon (18)_ looking for seashells at the beach or Dad asking them about their day at Ocean Park. Without this (19)_ reinforcemen
7、t, says Dr. Simms, children cannot form (20)_ memories of their personal experiences. Notes: childhood amnesia 儿童失忆症 （ A） figure （ B） interpret （ C） recall （ D） affirm （ A） now that （ B） even if （ C） as though （ D） just as （ A） largely （ B） rarely （ C） merely （ D） really （ A） refuted （ B） defied （ C
8、） proposed （ D） witnessed （ A） responsible （ B） suitable （ C） favorable （ D） available （ A） declines （ B） assesses （ C） estimates （ D） maintains （ A） reflect （ B） attain （ C） access （ D） acquire （ A） narratives （ B） forecasts （ C） communications （ D） descriptions （ A） the rest （ B） another （ C） the
9、other （ D） others （ A） deposits （ B） dreams （ C） flashes （ D） files （ A） model （ B） pattern （ C） frame （ D） formula （ A） emphasis （ B） assertion （ C） explanation （ D） assumption （ A） recall （ B） remember （ C） reflect （ D） respond （ A） instincts （ B） feelings （ C） sensations （ D） experiences （ A） imp
10、ressions （ B） beliefs （ C） minds （ D） insights （ A） senses （ B） cases （ C） words （ D） aspects （ A） him （ B） their （ C） it （ D） them （ A） taken （ B） utilized （ C） applied （ D） spent （ A） habitual （ B） verbal （ C） unique （ D） particular （ A） permanent （ B） mental （ C） spiritual （ D） conscious Part A D
11、irections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 The standardized educational or psychological tests, that are widely used to aid in selecting, assigning, or promoting students, employees, and military personnel have been the tar
12、get of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests; critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measure
13、d with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance. How
14、well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and Wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that th
15、e predictions are always subject to error. Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has,
16、qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability. In g
17、eneral, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course of training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personali
18、ty or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they dont compensate for gross social ine
19、quality, and thus dont tell how able an underprivileged younger might have been had he grown up under more favorable circumstances. 21 What is the essence of this text? （ A） Attacking standardized tests. （ B） Dont blame the test blame the user. （ C） Standardized tests and their wide applications. （
20、D） The standardized test a useful means of assessment. 22 The selection implies that, more often, the value of an educational test rests with （ A） the interpretation of test results. （ B） the analysis of the students tested. （ C） the skill and wisdom of the test itself. （ D） the accuracy of the info
21、rmation provided. 23 The third paragraph is written mainly to state （ A） the functions of educational tests. （ B） the dimensions of standardized tests. （ C） the bases for using standardized tests. （ D） the mixed results of standardized tests. 24 According to the text, which of the following statemen
22、ts is not true? （ A） Predictions do not always hold true. （ B） Some students “shine“ unexpectedly. （ C） The supervisor of the test must be well trained. （ D） Personality tests often fall short of their purpose. 25 According to the text, the authors attitude toward the value of standardized tests see
23、ms to be （ A） critical. （ B） dubious. （ C） objective. （ D） ambiguous. 26 Manners nowadays in metropolitan cities like London are practically non-existent. It is nothing for a big, strong schoolboy to elbow an elderly woman aside in the dash for the last remaining seat on the tube or bus, much less s
24、tand up and offer his seat to her, as he ought. In fact, it is saddening to note that if a man does offer his seat to an older woman, it is nearly always a continental man or one from the older generation. This question of giving up seats in public transport is much argued about by young men, who sa
25、y that, since women have claimed equality, they no longer deserve to be treated with courtesy, and that those who go out to work should take their turn in the rat race like anyone else. Women have never claimed to be physically as strong as men. Even if it is not agreed, however, that young men shou
26、ld stand up for younger women, the fact remains that courtesy should be shown to the old, the sick and the burdened. Conditions in travel are really very hard on everyone, we know, but hardship is surely no excuse. Sometimes one wonders what would have been the behavior of these stout young men in a
27、 packed refugee train or a train on its way to a prisoner-camp during the War. Would they have considered it only right and their proper due to keep the best places for themselves then? Older people, tired and irritable from a days work, are not angels, either far from it. Many a brisk argument or a
28、n insulting quarrel breaks out as the weary queues push and shove each other to get on buses and tubes. One cannot commend this, of course, but one does feel there is just a little more excuse. If cities are to remain pleasant places to live in at all, however, it seems urgent, not only that communi
29、cations in transport should be improved, but also that communication between human beings should be kept smooth and polite. All over cities, it seems that people are too tired and too rushed to be polite. Shop assistants wont bother to assist, taxi drivers shout at each other as they dash dangerousl
30、y round corners, bus conductors pull the bell before their desperate passengers have had time to get on or off the bus, and so on and so on. It seems to us that it is up to the young and strong to do their small part to stop such deterioration. 26 From what you have read, would you expect manners to
31、 improve among people who （ A） are physically strong. （ B） live in big modern cities. （ C） are from the older generation. （ D） live only in metropolitan cities. 27 What is the writers opinion concerning courteous manners toward women? （ A） Men should give up their seats to young women. （ B） Women ne
32、ednt be treated differently from men. （ C） Lady First should he universally practiced. （ D） Special consideration ought to be shown to them. 28 According to the author, communication between human beings would be smoother if （ A） public transport could be improved. （ B） people were not so tired and
33、irritable. （ C） women were treated with more courtesy. （ D） people were considerate toward each other. 29 What is the possible meaning of the word “deterioration“ in the last paragraph? （ A） Spreading of evil conduct. （ B） Lowering of moral standards. （ C） Worsening of general situation. （ D） Declin
34、ing of physical constitution. 30 In the authors view, the best remedy for coping with the hard conditions in travel in cities would be to （ A） attach significance to the moral education of young people. （ B） improve the means of transportation and the public morality. （ C） treat people, be they youn
35、g and old, with courtesy and sympathy. （ D） demand that everyone avoid brisk arguments and insulting quarrels. 31 For me, scientific knowledge is divided into mathematical sciences, natural sciences or sciences dealing with the natural world (physical and biological sciences), and sciences dealing w
36、ith mankind (psychology, sociology, all the sciences of cultural achievements, every kind of historical knowledge). Apart from these sciences is philosophy, about which we will talk later. In the first place, all this is pure or theoretical knowledge, sought only for the purpose of understanding, in
37、 order to fulfill the need to understand that is intrinsic and con-substantial to man. What distinguishes man from animals is that he knows and needs to know. If man did not know that the world existed, and that the world was of a certain kind, that he was in the world and that he himself was of a c
38、ertain kind, he wouldnt be man. The technical aspects or applications of knowledge are equally necessary for man and are of the greatest importance, because they also contribute to defining him as man and permit him to pursue a life increasingly more truly human. But even while enjoying the results
39、of technical progress, man must defend the primacy and autonomy of pure knowledge. Knowledge sought directly for its practical applications will have immediate and foreseeable success, but not the kind of important result whose revolutionary scope is for the most part unforeseen, except by the imagi
40、nation of the Utopians. Let me recall a well-known example. If the Greek mathematicians had not applied themselves to the investigation of conic section zealously and without the least suspicion that it might someday be useful, it would not have been possible centuries later to navigate far from sho
41、re. The first men to study the nature of electricity could not imagine that their experiments, carried on because of mere intellectual curiosity, would eventually lead to modern electrical technology, without which we can scarcely conceive of contemporary life. Pure knowledge is valuable for its own
42、 sake, because the human spirit cannot resign itself to ignorance. But, in addition, it is the foundation for practical results that would not have been reached if this knowledge had not been sought disinterestedly. 31 The author does not include among the sciences the study of （ A） literature. （ B）
43、 chemistry. （ C） astronomy. （ D） anthropology. 32 In the authors view, the Greeks who studied conic sections （ A） were mathematicians. （ B） worked with electricity. （ C） were interested in navigation. （ D） were unaware of the value of their studies. 33 According to the text, the most important advan
44、ces made by mankind most probably stem from （ A） innovations. （ B） the natural sciences. （ C） technical applications. （ D） apparently useless information. 34 Why is electrical technology mentioned in the third paragraph? （ A） To confirm its importance in the modern world. （ B） To show the powerful i
45、nfluence of its inventions. （ C） To verify the usefulness of theoretical knowledge. （ D） To give an example of success in practical science. 35 The title which best expresses the idea of this text is （ A） Progress in Pure Science. （ B） Learning for Its Own Sake. （ C） Mans Science and Inventions. （ D
46、） Difference between Science and Technology. 36 Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the
47、 spiritual center of the universe and that in them alone is the clue to nature, history, and ultimately the cosmos itself. Without completely denying the existence either of a deity(the God) or of irrational matter, this perspective nevertheless rejects them as exclusive principles of interpretation
48、 and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self; therefore, all knowledge begins with self-knowledge. Th
49、is common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the human as universal, freed from the accidents of time, space, birth, and talent. Thus, for Emerson, the “American Scholar“ turns out to be simply “Man Thinking“; while, for Whitman, the “Song of Myself“ merges imperceptibly into a song of all the “children of Adam“, where “every atom belonging to me as good belongs to you“. Also common to a
