1、考研英语（一）模拟试卷 16 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 How do you get to Carnegie Hall? Practice. In a groundbreaking paper published in 1993, cognitive psychologist Anders Ericsson adde
2、d a crucial【C1】_to that old joke. How do you get to Carnegie Hall? Deliberate practice. Its not a【C2】_change. The difference between ineffective and effective practice means the difference between mediocrity and mastery.Hundreds of thousands of people took music lessons when they were young and reme
3、mber little or nothing, giving【C3】_to the notion that learning an instrument is easiest when youre a kid. The important thing is not just practice but deliberate practice, “a constant sense of【C4】_, of focusing on ones weaknesses,【 C5】_simply fooling around and playing 【C6】_ones strengths. Studies s
4、how that practice aimed at【C7】_weaknesses is a better【C8】_of expertise than raw number of hours; playing for【C9 】_and repeating what you already know is not necessarily the same as efficiently reaching a new level. Most of the practice that most people do【C10 】_almost no effect. “So how does deliber
5、ate practice work? Anders Ericssons 1993 paper【 C11】_bracing reading. He makes it clear that a dutiful daily【C12】_to practice is not enough. Long hours of practice are not enough. “Deliberate practice,“ Ericsson declares sternly, “【C13】_effort and is not inherently enjoyable. “ Having given us fair【
6、C14】_, he reveals the secret of deliberate practice: relentlessly focusing on our weaknesses and inventing new ways to【C15 】_them out. It sounds simple, even obvious, but its something most of us【C16】_. What we dont do is【C17 】_look for ways that were failing and【C18】_at those flaws until theyre gon
7、e, then search for more ways were【 C19】_. But almost two decades of research shows thats exactly what【C20】_the merely good from the great. 298 words1 【C1 】（A）conclusion（B） modification（C） evaluation（D）foundation2 【C2 】（A）minor（B） major（C） sudden（D）gradual3 【C3 】（A）rise（B） way（C） birth（D）lie4 【C4 】（A
8、）self-evaluation（B） self-control（C） self-sufficiency（D）self-defence5 【C5 】（A）apart from（B） together with（C） or else（D）rather than6 【C6 】（A）to（B） against（C） on（D）about7 【C7 】（A）exposing（B） exploiting（C） remedying（D）relieving8 【C8 】（A）performer（B） predictor（C） practitioner（D）predecessor9 【C9 】（A）free（
9、B） show（C） fun（D）real10 【C10 】（A）reverses（B） yields（C） offsets（D）incurs11 【C11 】（A）makes for（B） answers for（C） looks for（D）takes for12 【C12 】（A）engagement（B） commitment（C） agreement（D）involvement13 【C13 】（A）repays（B） replaces（C） requires（D）restricts14 【C14 】（A）example（B） reason（C） warning（D）order15
10、【C15 】（A）leave（B） rule（C） figure（D）root16 【C16 】（A）hide（B） face（C） expect（D）avoid17 【C17 】（A）instantly（B） intentionally（C） initially（D）incidentally18 【C18 】（A）hammer away（B） turn away（C） pin down（D）cut down19 【C19 】（A）stirring up（B） tying up（C） messing up（D）mixing up20 【C20 】（A）distracts（B） discharg
11、es（C） deducts（D）distinguishesPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)20 One can dredge up ancient instances of “so“ as a sentence starter. In his 14th-century poem “Troilus and Criseyde,“ Chaucer launched a verse with
12、, “So on a day he . “ But for most of its life, “so“ has principally been a conjunction, an intensifier and an adverb, hiding in the middle of sentences. What is new is its status as the favored introduction to thoughts, its encroachment on the territory of “well,“ “oh,“ “urn“ and so on.So it is wid
13、ely believed that the recent ascendancy of “so“ began in Silicon Valley. In immigrant-filled technology firms, it democratized talk by replacing a world of possible transitions with a catchall. And “so“ suggested a kind of thinking that appealed to problem-solving software types: conversation as a l
14、ogical, unidirectional process if this, then that.This logical hint to “so“ has followed it out of software. Compared to “well“ and “urn,“ starting a sentence with “so“ uses the whiff of logic to relay authority. Whereas “well“ vacillates, “so“ declaims. To answer a question with “so“ better suits t
15、he age, perhaps: an age in which Facebook and Twitter encourage ordinary people to stay on message; in which we are moving toward declamatory blogs and away from down-the-middle reporting.“So“ also echoes the creeping influence of science- and data-driven culture. It would have been unimaginable a f
16、ew decades ago that ordinary people would quantify daily activities like eating and sleeping. But in the algorithmic times that have come, “so“ conveys an algorithmic certitude. It suggests that there is a right answer, which the evidence dictates and which must not be contradicted. Among its synony
17、ms, after all, are “consequently,“ “thus“ and “therefore. “And yet Galina Bolden, a linguistics scholar believes that “so“ is also about the culture of empathy that is gaining steam as the world embraces the increasing complexity of human backgrounds and geographies. To begin a sentence with “oh,“ i
18、s to focus on what you have just remembered and your own concerns. To begin with “so,“ she said, is to signal that ones coming words are chosen for their relevance to the listener. The ascendancy of “so,“ Dr. Bolden said, “suggests that we are concerned with displaying interest for others and downpl
19、aying our interest in our own affairs. “So“ seems also to reflect our tight relationship with time. Today we live in fragments. In such a world, “so“ defragments, with its promise that what is coming next follows what just came, said Michael Erard, the author of “Um. : Slips, Stumbles, and Verbal Bl
20、unders, and What They Mean. “ The rise of “so,“ he said, is “another symptom that our communication and conversational lives are chopped up and discontinuous in actual fact, but that we try in several ways to sew them together or so them together, as it were in order to create a continuous experienc
21、e. “Perhaps we all live now in fear that a conversation could snap at any moment, could be interrupted by so many rival offerings. With “so,“ we beg to be heard. 510 words21 Chaucers poem is mentioned to show that in ancient times “so“_.（A）was mainly limited to literary use（B） was occasionally used
22、to begin a sentence（C） was mainly used in the middle of sentences（D）was favored as an introduction to thoughts22 By answering a question with “so“ instead of “well“, the responder might subconsciously intend to show that_.（A）he is the conversation dominator（B） he is skilled in using new media（C） his
23、 answer is a well grounded one（D）his answer is different from others23 “Consequently“, “thus“ and “therefore“ are typically used to introduce statements that are_.（A）about science（B） about important activities（C） beyond suspicion（D）open to question24 According to Bolden, someone who turns away from
24、“oh“ to “so“_.（A）has become more efficient in using the art of word choosing（B） has gained the ability to imagine and share others feelings（C） has become less focused on the past while more on the future（D）has become less concerned with self-interest while more with interpersonal relationships 25 Ac
25、cording to the author, the change in the usage of “so“ .（A）is a regrettable decline of language（B） is a natural language phenomenon（C） has caused a technological revolution（D）has changed our relationship with time25 Computers have become an extension of us: that is a commonplace now. But in an impor
26、tant way we may be becoming an extension of them, in turn. Computers are digital that is, they turn everything into numbers; that is their way of seeing. And in the computer age we may be living through the digitization of our minds, even when they are offline: a slow-burning quantification of human
27、 affairs that promises or threatens, depending on your outlook, to crowd out other categories of the imagination, other ways of perceiving. Self-quantification is everywhere now. There are tools to measure and analyze the steps you take in a day; the abundance and ideological orientation of your fri
28、ends; the influence of your Twitter utterances; your happiness.Welcome to the Age of Metrics or to the End of Instinct. The once-mysterious formation of tastes is becoming a quantitative science, as services like Netflix and Pandora deploy algorithms to predict, and shape, what we like to watch, lis
29、ten to and read. These services are wonderful. They also risk lumping us into clusters of the like-minded and depriving us of the self-fortifying act of choosing. It is one thing to love your country because you have seen the world and love it still; it is quite another to love it because you know n
30、othing else.What will be the fate of causes, like womens empowerment, that produce something not easily counted? Will metrics encourage charities to work toward the metric (acres reforested), not the underlying goal (sustainability)?Focusing on the wrong metrics already distorts policy-making around
31、 the world, according to a fascinating new study commissioned by the French government. We use gross domestic product to measure everything. It makes it easy to compare economies, but it makes us undervalue what cannot be measured, the report said. Trees are killed because the sales from paper are c
32、ountable, while a forests worth is not. Unemployment grants are cut because their cost is plain, while the mental-health cost of idleness is vague.In short, what we know instinctively, data can make us forget. But the commissions solution was revealing of our times: not more balance between qualitat
33、ive and quantitative, but more metrics: new statistics on human well-being and economic sustainability to contend with data on production. “In this world in which we are so centered on metrics, those things that are not measured get left off the agenda,“ The commissions chairman, Joseph Stiglitz, a
34、Nobel laureate in economics said. “You need a metric to fight a metric. “Technology brings ever more metrics. The strange thing is that nothing in them prevents us from using other lenses, too. But something in the culture now makes us bow before data and suspend disbelief. Sometimes metrics blind u
35、s to what we might with fewer metrics have seen. The futures challenge to us may be to decide how metrics might inform our decisions without becoming them. 488 words26 The first paragraph mainly discusses_.（A）the features of the computer age（B） the phenomenon of quantification（C） the mutual influenc
36、e between computers and human（D）the change in the working modes of human minds27 The last sentence of Paragraph 2 is used to demonstrate that metrics are_.（A）preventing us from using instinct（B） encouraging us to form distinctive tastes（C） causing us to follow others blindly（D）assisting us to form s
37、trong beliefs28 “The wrong metrics“ are basically wrong in that they lead policy makers to_.（A）emphasize competition over cooperation（B） emphasize economy over charity（C） emphasize the countable over the uncountable（D）emphasize physical health over mental health29 According to Joseph Stiglitz, the s
38、olution to the wrong metrics is to_.（A）balance qualitative against quantitative（B） develop a comprehensive metric system（C） be less centered on metrics（D）combine data with instinct30 Concerning decision-making, the author might suggest us to_.（A）depend on cultural-specific data（B） believe data rathe
39、r than instinct（C） avoid becoming slaves to metrics（D）make use of fewer metrics30 For years, many educators have championed “errorless learning,“ advising teachers (and students) to create study conditions that do not permit errors. The idea embedded in this approach is that if students make errors,
40、 they will learn the errors and be prevented or slowed in learning the correct information. But research by Nate Kornell at U. C. L. A. reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.People remember things be
41、tter, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a cont
42、rol condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning.In one of their experiments, students were required to learn pairs of “weak associates,“ words that are loosely related such as starnight. In the pretest condition, stu
43、dents were given the first word of the pair (star ?) and told to try to generate the second member that they would have to later remember. They had 8 seconds to do so. At that point they were given the target pair for 5 seconds. In the control condition, students were given the pair to study for 13
44、seconds.The team found that students remembered the pairs much better when they first tried to retrieve the answer before it was shown to them. Studying a pair for 13 seconds produces worse recall than studying the pair for 5 seconds, if students in the latter condition spent the previous 8 seconds
45、trying to retrieve or guess the answer. But the effect averaged about 10 percent better recall, and occurred both immediately after study and after a delay averaging 38 hours.In another experiment, students were asked to read an essay and prepare for a test on it. However, in the pretest condition t
46、hey were asked questions about the passage before reading it. Asking these kinds of question before reading the passage obviously focuses students attention on the critical concepts. To control this “direction of attention“ issue, in the control condition students were either given additional time t
47、o study, or the researchers focused their attention on the critical passages in one of several ways: by italicizing the critical section, by holding the key term that would be tested, or by a combination of strategies. However, in all the experiments they found an advantage in having students first
48、guess the answers.Of course, these are general-purpose strategies and work for any type of material, not just textbooks. And remember, even if you get the questions wrong as you self-test yourself during study the process is still useful, indeed much more useful than just studying. Getting the answe
49、r wrong is a great way to learn. 503 words31 The author introduces his topic by_.（A）posing a contrast（B） making a comparison（C） justifying an assumption（D）explaining a phenomenon32 The experiment about starnight is used to show the effect of_.（A）paired-associate learning（B） dividing a learning process into segments（C） learning by making mistakes（D）testing in language teaching33 Which of
