1、考研英语模拟试卷 291 及答案与解析一、Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 0 Did you ever have someones name on the tip of your tongue and yet you were unable to recall it?【1】this happens again, do no【2】to reca
2、ll it. Do something【3】for a couple of minutes,【4】the name may come into your head. The name is there since you have met【5】person and his name. It【6】has to be dug out. The initial effort to recall【 7】the mind for operation, but it is the subconscious【8】that go to work to dig up a【9】memory. Forcing yo
3、urself to recall【 10】never helps because it doesnt【11】your memory；it only tightens it. Students find the preparatory method help【12】examinations. They read over the questions【13】trying to answer any of them.【14】 they answer first the ones【 15】which they are most confident. Meanwhile, deeper mental a
4、ctivities in the subconscious mind are taking【16】; work is being done on the【17】difficult questions. By the time the easier questions are answered, answers【18】the more difficult ones will usually begin to【19】into consciousness. It is often【20】a question of waiting for recall to come to the memory. （
5、A）As（B） When（C） While（D）Whether（A）try（B） want（C） hesitate（D）wait（A）simple（B） apart（C） else（D）similar（A）unless（B） and（C） or（D）until（A）some（B） certain（C） a（D）this（A）then（B） really（C） only（D）indeed（A）leads（B） begins（C） helps（D）prepares（A）deeds（B） activities（C） movements（D）procedures（A）light（B） fresh（C）
6、 dim（D）dark（A）merely（B） almost（C） barely（D）hardly（A）loosen（B） weaken（C） decrease（D）reduce（A）into（B） in（C） about（D）by（A）after（B） besides（C） before（D）against（A）Thus（B） But（C） Therefore（D）Then（A）of（B） with（C） for（D）in（A）place（B） shape（C） charge（D）action（A）too（B） less（C） not（D）more（A）to（B） of（C） about（D
7、）for（A）appear（B） grow（C） extend（D）come（A）nearly（B） likely（C） just（D）evenPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)20 Every newborn baby is dealt a hand of cards which helps to determine how long he or she will be allowe
8、d to play the game of life. Good cards will help those who have them to have a long and healthy existence, while bad cards will bring to those who have them terrible diseases like high blood pressure and heart disease. Occasionally, cards are dealt out that doom their holders to an early death. In t
9、he past, people never knew exactly which cards they had been dealt. They could guess at the future only by looking at the kind of health problems experienced by their parents or grandparents.Genetic testing, which makes it possible to find dangerous genes, has changed all this. But, until recently,
10、if you were tested positive for a bad gene you were not obliged to reveal this to anyone else except in a few extreme circumstances. This month, however, Britain became the first country in the world to allow life insurers to ask for test results.So far, approval has been given only for a test for a
11、 fatal brain disorder known as Huntingtons disease. But ten other tests (for seven diseases) are already in use and are awaiting similar approval.The independent body that gives approval, the Department of Healths genetics and insurance committee, does not have to decide whether the use of genetic i
12、nformation in insurance is ethical. It must judge only whether the tests are reliable to insurers. In the case of Huntingtons disease the answer is clear-cut. People unlucky enough to have this gene will die early, and cost life insurers dearly.This is only the start. Clear-cut genetic answers, wher
13、e a gene is simply and directly related to a persons risk of death, are uncommon. More usually, a group of genes is associated with the risk of developing a common disease, dependent on the presence of other genetic or environmental factors. But, as tests improve, it will become possible to predict
14、whether or not a particular individual is at risk. In the next few years researchers will discover more and more about the functions of individual genes and what health risks or benefits are associated with them. 21 What does the word “cards” (Line 1, Para. 1) refer to?（A）Diseases.（B） Genes.（C） Prob
15、lems.（D）Tests. 22 The function of genetic testing is（A）to enable people to change genes.（B） to help people to create good genes.（C） to predict diseases people may have.（D）to detect accurately what diseases people may develop. 23 Health authorities allow insurers to use genetic information for the pu
16、rpose of（A）improving genetic testing technology.（B） safeguarding patients interests.（C） promoting disease prevention,（D）reducing insurance payments. 24 Which of the following statements is true according to the text?（A）Genes may contribute to some common diseases.（B） Environmental factors cause more
17、 diseases than genes.（C） It is common that most fatal diseases are caused by genes.（D）It is impossible to get clear-cut genetic answers. 25 The authors purpose in writing the passage is（A）to indicate the way genetic testing works.（B） to show the power of ones genetic makeup.（C） to introduce genetic
18、testing and its function.（D）to reveal the influence of environment on genes. 25 Good teachers matter. This may seem obvious to anyone who has a child in school or, for that matter, to anyone who has been a child in school. For a long time, though, researchers couldnt actually prove that teaching tal
19、ent was important. But new research finally shows that teacher quality is a close cousin to student achievement: A great teacher can cram one-and-a-half grades worth of learning into a single year, while laggards are lucky to accomplish half that much.Yet, while we know now that better teachers are
20、critical, flaws in the way that administrators select and retain them mean that schools dont always hire the best.Failing to recognize the qualities that make teachers truly effective and to construct incentives to attract and retain more of these top performers has serious consequences. Higher sala
21、ries draw more weak as well as strong applicants into teaching applicants the current hiring system cant adequately screen. Unless administrators have incentives to hire the best teachers available, its pointless to give them a larger group to choose from. Study after study has shown that teachers w
22、ith masters degrees are no better than those without. Job experience does matter, but only for the first few years, according to research by Hoover Institutions Eric A. Hanushek. A teacher with 15 years of experience is no more effective, on average, than a teacher with five years of experience, but
23、 which one do you think is paid more?This toxic combination of rigid pay and steep rewards for seniority causes average quality to decline rather than increase as teacher groups get older. Top performers often leave the field early for industries that reward their excellence. Mediocre teachers, on t
24、he other hand, are soon overcompensated by seniority pay. And because they are paid more than their skills command elsewhere, these less-capable pedagogues settle in to provide many years-of ineffectual instruction.So how can we separate the wheat from the chaff in the teaching profession? To make A
25、merican schools competitive, we must rethink seniority pay, the value of masters degrees, and the notion that a teacher can teach everything equally well especially math and science without appropriate preparation in the subject.Our current education system is unlikely to accomplish this dramatic re
26、thinking. Imagine, for a moment, that American cars had been free in recent decades, while Toyotas and Hondas sold at full price. Wed probably be driving Falcons and Corvairs today. Free public education suffers from a lack of competition in just this way. So while industries from aerospace to drugs
27、 have transformed themselves in order to compete, public schooling has stagnated.School choice could spark the kind of reformation this industry needs by motivating administrators to hire the best and adopt new strategies to keep top teachers in the classroom. The lesson that good teachers matter sh
28、ould be taught, not as a theory, but as a practice.26 The beginning sentence “Good teachers matter.” probably means that（A）good teachers help students establish confidence.（B） good teachers determine the personality of students.（C） good teachers promote student achievement.（D）good teachers treat stu
29、dents as their own children. 27 According to the author, seniority pay favors（A）good teachers with masters degrees.（B） young and effective teachers.（C） experienced and effective teachers.（D）mediocre teachers of average quality. 28 The expression “separate the wheat from the chaff in the teaching pro
30、fession” is closest in meaning to（A）distinguish better teachers from less capable ones.（B） differentiate young teachers from old ones.（C） tell the essential qualities of good teaching.（D）reevaluate the role of senior teachers. 29 By citing the example of the automobile industry, the author intends t
31、o argue that（A）Japans auto industry is exceeding Americas auto industry.（B） the public schooling has stagnated because of competition.（C） the current American education system is better than the Japanese one.（D）competition must be introduced into the public education system. 30 According to the text
32、, which of the following is true?（A）Its always true that teachers quality is important.（B） Salaries in school are higher than those in other industries.（C） The average quality of the teachers in America is declining.（D）Administrators have many effective ways to choose best teachers. 30 To understand
33、 how astrology works, we should first take a quick look at the sky. Although the stars are at enormous distances, they do indeed give the impression of being affixed to the inner surface of a great hollow sphere surrounding the earth. Ancient people, in fact, literally believed in the existence of s
34、uch a celestial sphere. As the earth spins on its axis, the celestial sphere appears to turn about us each day, pivoting at points on a line with the earths axis of rotation. This daily turning of the sphere carries the stars around the sky, causing most of them to rise and set, but they, and conste
35、llations they define, maintain fixed patterns on the sphere, just as the continent of Australia maintains its shape on a spinning globe of the earth. Thus the stars were called fixed stars.The motion of the sun along the ecliptic is, of course, merely a reflection of the revolution of the earth arou
36、nd the sun, but the ancients believed the earth was fixed and the sun had an independent motion of its own, eastward among the stars. The glare of sunlight hides the stars in daytime, but the ancients were aware that the stars were up there even at night, and the slow eastward motion of the sun arou
37、nd the sky, at the rate of about thirty degrees each month, caused different stars to be visible at night at different times of the year.The moon, revolving around the earth each month, also has an independent motion in the sky. The moon, however changes it position relatively rapidly. Although it a
38、ppears to rise and Set each day, as does nearly everything else in the sky, we can see the moon changing position during as short an interval as an hour or so. The moons path around the earth lies nearly in the same plane as the earths path around the sun, so the moon is never seen very far from the
39、 ecliptic in the sky. There are five other objects visible to the naked eye that also appear to move in respect to the fixed background of stars on the celestial sphere. These are the planets Mercury, Venus, Mars, Jupiter, and Saturn. All of them revolve around the sun in nearly the same plane as th
40、e earth does. So they, like the moon, always appear near the ecliptic. Because we see the planets from the moving earth, however, they behave in a complicated way, with their apparent motions on the celestial sphere reflecting both their own independent motions around the sun and our motion as well.
41、31 The ancient people believed that（A）the earth was spinning on the axis of the sky.（B） the patterns of stars on the sky would never change.（C） the sky was a hollow sphere spinning around the earth.（D）the stars around the sky were not stationary. 32 It was stated in astrology that（A）the stun is so d
42、istant from us that it was hard to follow its motion.（B） the motion of the sun is similar to the revolution of the earth around the sun.（C） the motion of the sun is at the rate of about thirty degrees every week.（D）the sun was moving westward around the sky. 33 Which of the following is true about t
43、he motion of the moon?（A）The moon and the sun are moving in the same place.（B） The moon revolved along the ecliptic.（C） The moon moves faster than the sun.（D）The position of the moon can be found changed in an hours time. 34 According to the last paragraph, five other planets（A）always appear near th
44、e path of the sun.（B） arent moving around the sun as independently as the earth does.（C） are moving in a way that can not be recognized.（D）are moving around the sun at the same speed as the earth does. 35 According to the text, which of the following is true?（A）Scientists can tell the motion of the
45、earth from the motions of five other planets.（B） A fixed star refers to a star that is always stationary on the sky.（C） Ancient people had scant knowledge about the movement of the stars.（D）All the stars on the sky can be seen all year long. 35 Here is a quick way to spoil a Brussels dinner party. S
46、imply suggest that world governance is slipping away from the G20, G7, G8 or other bodies in which Europeans may hog up to half the seats. Then propose, with gloomy relish, that the future belongs to the G2: newly fashionable jargon for a putative body formed by China and America.The fear of irrelev
47、ance haunts Euro-types, for all their public boasting about Europes future might. The thought that the European Union might not greatly interest China is especially painful. After all, the 21st century was meant to be different. Indeed, to earlier leaders like Frances Jacques Chirac, a rising China
48、was welcome as another challenge to American hegemony, ushering in a “multipolar world” in which the EU would play a big role. If that meant kow-towing to Chinese demands to shun Taiwan, snub the Dalai Lama or tone down criticism of human-rights abuses, so be it. Most EU countries focused on commerc
49、ial diplomacy with China, to ensure that their leaders visits could end with flashing cameras and the signing of juicy contracts.Meanwhile, Europes trade deficit with China hit nearly170 billion ( $ 250 billion) last year. In five years, China wants 60% of car parts in new Chinese vehicles to be locally made. This is alarming news for Germany, the leading European exporter to China thanks to car parts, machine tools and other widgets.As ever, Europeans disagree over how to respond. Some are willing to challenge China politically for examp
