1、考研英语模拟试卷 303 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 What does it mean to say that we live in a world of persuasion? It means that we live【1】 competing interests. Your roommates need to
2、study for an exam may take【2】over pizza. Your instructor may have good reasons not to change your grade. And the【3】 of your romantic interest may have other options. In such a world, persuasion is the art of getting others to give fair and【4】consideration to our point of view. When we persuade, we w
3、ant to influence【5】 others believe and behave. We may not always prevail-other points of view may be more persuasive,【6】on the listener, the situation, and the merits of the case. But when we practice the art of persuasion, we try to【7】that our position receives the attention it deserves. Some peopl
4、e, however,【8】to the very idea of persuasion. They may regard it as an unwelcome intrusion【9】 their lives or as a manipulation or domination.【10】, we believe that persuasion is【11】-to live is to persuade. Persuasion may be ethical or unethical, selfless or selfish, 【12】or degrading. Persuaders may e
5、nlighten our minds or【13 】on our vulnerability. Ethical persuasion, however, calls 【14】sound reasoning and is sensitive to the feelings and needs of listeners. Such persuasion can help us【15】the wisdom of the past to the decisions we now must make.【16】, an essential part of education is learning to【
6、17】the one kind of persuasion and to encourage and practice the other. 【18】its personal importance to us, persuasion is essential to society. The【19】to persuade and be persuaded is the foundation of the American political system, guaranteed by the First Amendment【20】the Constitution.（A）on（B） among（C
7、） for（D）by（A）priority（B） advantage（C） control（D）place（A）objection（B） projection（C） project（D）object（A）unbiased（B） unprejudiced（C） favorable（D）favorite（A）what（B） which（C） why（D）how（A）living（B） depending（C） resting（D）insisting（A）ensure（B） assure（C） insure（D）reassure（A）agree（B） object（C） confront（D）con
8、sent（A）onto（B） of（C） to（D）into（A）In contrast（B） In particular（C） For instance（D）As a result（A）prominent（B） invariable（C） evident（D）inevitable（A）embarrassing（B） inspiring（C） upgrading（D）innovating（A）prey（B） rest（C） put（D）fall（A）for（B） up（C） off（D）on（A）apply（B） contribute（C） transfer（D）connect（A）Howev
9、er（B） Conversely（C） Furthermore（D）Therefore（A）resist（B） perform（C） insist（D）restrain（A）Beyond（B） Except（C） Including（D）Excluding（A）power（B） authority（C） ability（D）right（A）to（B） for（C） on（D）inPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or
10、D. (40 points)20 In 1957 a doctor in Singapore noticed that hospitals were treating an unusual number of influenza-like cases. Influenza is sometimes called “flu” or a “bad cold”. He took samples from the throats of patients in his hospital and was able to find the virus of this influenza.There are
11、three main types of the influenza virus. The most important of these are types A and B, each of them having several sub-groups. With the instruments at the hospital the doctor recognized that the outbreak was due to a virus group A, but he did not know the sub-group. He reported the outbreak to the
12、World Health Organization in Geneva. W. H.O. published the important news alongside reports of a similar outbreak in Hong Kong, where about 15%20% of the population had become ill.As soon as the London doctors received the package of throat samples, they began the standard tests. They found that by
13、reproducing itself at very high speed, the virus had multiplied more than a million times within two days. Continuing their careful tests, the doctors checked the effect of drugs used against all the known sub-groups of virus type A. None of them gave any protection. This then, was something new: a
14、new influenza virus against which the people of the world had no ready help whatsoever. Having isolated the virus they were working with, the two doctors now dropped it into the noses of some specially selected animals, which contact influenza in the same way as human beings do. In a short time the
15、usual signs of the disease appeared. These experiments revealed that the new virus spread easily, but that it was not a killer. Scientists, like the general public, called it simply “Asian” flu.The first discovery of the virus, however, was made in China before the disease had appeared in other coun
16、tries. Various reports showed that the influenza outbreak started in China, probably in February of 1957. By the middle of March it had spread all over China. The virus was found by Chinese doctors early in March. But China was not a member of the World Health Organization and therefore did not repo
17、rt outbreaks of disease to it. Not until two months later, when travelers carried the virus into Hong Kong, from where it spread to Singapore, did the news of the outbreak reach the rest of the world. By this time it was started on its way around the world.Thereafter, WHOs Weekly Reports described t
18、he steady spread of this virus outbreak, which within four months swept through every continent.21 The Singapore doctor found the influenza was caused by（A）an influenza virus type BH（B） a sub-group of virus type A（C） a virus only existing in Asia.（D）a new type of influenza virus. 22 W. H. O, reporte
19、d the influenza because（A）a doctor found its virus and reported to it.（B） many people in Hong Kong suffered from it.（C） it spread widely in Singapore for the first time.（D）the doctor belonged to that organization. 23 London doctors considered（A）“Asian” flu as a bad cold.（B） there were three main typ
20、es of influenza virus.（C） it was necessary to test the other virus groups besides group A（D）the influenza called “Asian” flu a new one. 24 The “Asian” flu virus（A）was very weak.（B） was a killer.（C） reproduced very quickly.（D）spread very slowly. 25 What can be inferred from the passage?（A）The influen
21、za could not be cured by any known medicine.（B） The people who got the disease were doomed to death.（C） The “Asian” flu first broke out in Singapore.（D）China did not take the influenza seriously. 25 Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recru
22、its top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas.I had thought the programme was about getting more high-quality teachers but that, it appears, is a secondary benefit. “This is about enlisting the energy of our countrys fu
23、ture leaders in its long-term educational needs, and eliminating inequity,” Wendy explains. Its great if “corps members”, as TFA calls its active teachers, stay in the classroom and many do, and rise quickly through the ranks.But the “alums”, as she calls those who have finished their two-year teach
24、ing, who dont stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. “It means you realise that we can solve this problem.”As sh
25、e continues to talk I realise that TFA is in the best possible sense a cult. It has its own language (“corps members”, “alums”), recruits are instilled (“We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success”), go through an ordeal (“Everyone
26、 hits the wall in week three in the classroom”), emerge transformed by privileged knowledge (“Once you know what we know that kids in poor urban areas can excel you can accomplish different things”) and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal
27、when talking to those on the equivalent programme in England, Teach First., in which the missionary-style language imported from America had to be toned down, because it just didnt suit the restrained English style. But could that favour be necessary for its success?Chester, an alum, takes me to vis
28、it three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the othe
29、r would like to open a “green” charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey.All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, n
30、ot by their co-workers. “The first year was unbelievably bad,” one tells me. “So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of.”26 The primary goal of TFA is（A）to get more high-quality teachers.（B） to help
31、struggling state schools in poor areas.（C） to attract the future leaders to education.（D）to improve the low-income communities. 27 Which of the following is true about TFAs “corps members” and “alums”?（A）The corps members stay in schools after finishing their two-year teaching.（B） The alums dont sta
32、y in schools after finishing their two-year teaching.（C） A corps member will be an alum after finishing the two-year teaching.（D）A corps member becomes an alum if he or she has quitted halfway. 28 What does the author think of the Teach First programme in England?（A）It lacks the same fervour that TF
33、A has.（B） It doesnt suit the British English style.（C） It is imported from the USA.（D）It is not successful in the UK. 29 TFA teachers（A）are all impressive young people.（B） are tired and unhappy in their work.（C） get much resistance from the kids.（D）expect high of their students. 30 The author is mos
34、t likely（A）a graduate from elite institutions.（B） an education correspondent.（C） a TFA teacher.（D）a Teach Firster. 30 Our visit to the excavation of a Roman fort on a hill near Coventry was of more than archaeological interest. The years dig had been a fruitful one and had assembled evidence of a pe
35、rmanent military camp much larger than had at first been conjectured. We were greeted on the site by a group of excavators, some of them filling in a trench that had yielded an almost complete pot the day before, others enjoying the last-day luxury of a cigarette in the sun, but all happy to explain
36、 and talk about their work. If we had not already known it, nothing would have suggested that this was a party of prisoners from the nearby prison. This is not the first time that prison labor has been used in work of this kind, but here the experiment, now two years old, has proved outstandingly sa
37、tisfactory.From the archaeologists point of view, prisoners provide a steady force of disciplined labor throughout the entire season, men to whom it is a serious days work, and not the rather carefree holiday job that it tends to be for the amateur archaeologist. Newcomers are comparatively few, and
38、 can soon be initiated by those already trained in the work. Prisoners may also be more accustomed to heavy work like shoveling and carting soil than the majority of students. When Coventrys Keeper of Archaeology went to the prison to appeal for help, he was received cautiously by the men, but when
39、the importance of the work was fully understood, far more volunteers were forthcoming than could actually be employed. When they got to work on the site, and their efforts produced pottery and building foundations in what until last year had been an ordinary field, their enthusiasm grew till they wo
40、uld sometimes work through their lunch hour and tea break, and even carry on in the rain rather than sit it out in the hut. This was undoubtedly because the work was not only strenuous but absorbing, and called for considerable intelligence. The men worked always under professional supervision, but
41、as the season went on they needed less guidance and knew when an expert should be summoned. Disciplinary problems were negligible: the men were carefully selected for their good conduct and working on a party like this was too valuable a privilege to be thrown away.The Keeper of Archaeology said tha
42、t this was by far the most satisfactory form of labor that he had ever had, and that it had produced results, in quantity and quality, that could not have been achieved by any other means.31 The visit to the excavation site was（A）of purely archaeological interest.（B） fruitful because a complete pot
43、was discovered.（C） interesting in more than one way.（D）made by a group of prisoners. 32 It can be assumed that archaeologists（A）did not like the prisoners carefree attitude to work.（B） were willing to take only a few prisoners to work on the site.（C） were often forced to discipline the prisoners.（D）
44、found that the prisoners worked far better than amateur archaeologist. 33 How did prisoners demonstrate their attitude to work?（A）By spending most of their time sitting in a hut.（B） By insisting on professional guidance.（C） By taking no initiative.（D）By working voluntarily. 34 When prisoners were se
45、lected for the work（A）many of them refused to co-operate.（B） their previous behavior was taken into account.（C） they were told they must work in all weathers.（D）they were warned that there would be no privileges. 35 According to the Keeper of Archaeology, which of the following is true?（A）He had exp
46、ected more of the fort to be revealed.（B） He had a full understanding of the importance of work.（C） The prisoners were too cautious at the beginning.（D）Only prison labor could produce such good results. 35 Every culture attempts to create a “universe of discourse” for its members, a way in which peo
47、ple can interpret their experience and convey it to one another. Without a common system of codifying sensations, life would be absurd and all efforts to share meanings doomed to failure. This universe of discourse one of the most precious of all cultural legacies is transmitted to each generation i
48、n part consciously and in part unconsciously. Parents and teachers give explicit instruction in it by praising or criticizing certain ways of dressing, of thinking, of gesturing, of responding to the acts of others. But the most significant aspects of any cultural code may be conveyed implicitly, no
49、t by rule or lesson but through modeling behavior. A child is surrounded by others who, through the mere consistency of their actions as males and females, mothers and fathers, salesclerks and policemen, display what is appropriate behavior. Thus the grammar of any culture is sent and received largely unconsciously, making ones own cultural assumptions and biases difficult to recognize. They seem so obviously right that they require no explanation.In The Open and Closed Mind, Milton Rokeach poses the problem of cultural understanding in its simplest
