1、考研英语（一）模拟试卷 204 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 Clothes play a critical part in the conclusions we reach by providing clues to who people are, who they are not, and who they woul
2、d like to be. They tell us a good【B1 】_ about the wearer s background, personality, status, mood, and 【B2】 _ on life.People tend to agree on what certain types of clothes 【B3】_. Newscasters, or the【B4】_who read the news on TV, are considered to be more【B5】_, honest, and competent when they are【B6】_c
3、onservatively. And college students who【B7】_themselves as taking an active role in their interpersonal relationships say they are【B8】_about the costumes they must wear to play these roles successfully.【B9】_, many of us can relate instances in【B10 】_the clothing we wore changed the way we felt about
4、ourselves and how we acted. Perhaps you have used clothing to gain confidence when you anticipated a【B11】_situation, such as a job interview, or a court appearance.In the workplace, men have long had well-defined precedents and role models for achieving success. It has been【B12】_for women. A good ma
5、ny women in the business world are uncertain about the appropriate mixture of “masculine“ and “feminine“【B13】_they should convey by their professional clothing. The【B14】_of clothing alternatives to women has also been greater than that 【B15 】_ for men. Male administrators tend to judge women more fa
6、vorably for managerial【B16】_when the women display【B17】_“feminine grooming“shorter hair, moderate use of make-up, and plain【B18】_clothing. As one male administrator confessed, “An【B19 】_woman is definitely going to get a longer interview,【B20】_she wont get a job.“1 【B1 】（A）amount（B） deal（C） number（D
7、）quantity2 【B2 】（A）attitude（B） viewpoint（C） outlook（D）remark3 【B3 】（A）infer（B） reveal（C） verify（D）mean4 【B4 】（A）hosts（B） announcers（C） presenters（D）reporters5 【B5 】（A）promising（B） amusing（C） convincing（D）inspiring6 【B6 】（A）dressed（B） worn（C） decorated（D）costumed7 【B7 】（A）assume（B） discern（C） view（D）
8、confirm8 【B8 】（A）worried（B） concerned（C） troubled（D）shocked9 【B9 】（A）Therefore（B） However（C） Then（D）Moreover10 【B10 】（A）which（B） that（C） it（D）this11 【B11 】（A）horrible（B） hopeful（C） special（D）stressful12 【B12 】（A）contradictory（B） otherwise（C） indifferent（D）possible13 【B13 】（A）symbols（B） criteria（C） a
9、ttributes（D）figures14 【B14 】（A）priority（B） reliability（C） demand（D）variety15 【B15 】（A）desirable（B） available（C） comparable（D）liable16 【B16 】（A）professions（B） works（C） positions（D）vacancies17 【B17 】（A）more（B） no（C） less（D）much18 【B18 】（A）tailored（B） furnished（C） knit（D）purchased19 【B19 】（A）attractive
10、（B） optimistic（C） aggressive（D）enthusiastic20 【B20 】（A）so（B） and（C） or（D）butPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)20 These days we hear lots of nonsense about the “great classless society“. The idea that the twentie
11、th century is the age of the common man has become one of the great cliches of our time. The same old arguments are put forward in evidence. Here are some of them: monarchy as a system of government has been completely discarded. In a number of countries the victory has been completed. The people ru
12、le; the great millennium has become a political reality. But has it? Close examination doesn t bear out the claim.It is a fallacy to suppose that all men are equal and that society will be leveled out if you provide everybody with the same educational opportunities. The fact is that nature dispenses
13、 brains and ability with a total disregard for the principle of equality. The old rules of the jungle, survival of the fittest, and might is right are still with us. The spread of education has destroyed the old class system and created a new one. Rewards are based on merit. For aristocracy “read me
14、ritocracy“; in other respects, society remains unaltered: the class system is rigidly maintained.What is the first thing people do when they become rich? They use their wealth to secure the best possible opportunities for their children, to give them a good start in life. For all the lip service we
15、pay to the idea of equality, we do not consider this wrong in the western world. Private schools offer unfair advantages over state schools are not banned. In this way, the new meritocracy can perpetuate itself to a certain extent: an able child from a wealthy home can succeed far more rapidly than
16、his poorer counterpart. Wealth is also used indiscriminately to further political ends. It would be almost impossible to become the leader of a democracy without massive financial backing. Money is as powerful a weapon as ever it was.In societies wholly dedicated to the principle of social equality,
17、 privileged private education is forbidden. But even here people are rewarded according to their abilities. In fact, so great is the need for skilled workers that the least able may be neglected. Bright children are carefully and expensively trained to become future rulers. In the end, all political
18、 ideologies boil down to the same thing: class divisions persist whether you are ruled by a feudal king or an educated peasant.21 According to the author, the same educational opportunities cant get rid of inequality because_.（A）the principle survival of the fittest exists（B） nature ignores equality
19、 in dispensing brains and ability（C） material rewards are for genuine ability（D）people have the freedom to educate their children22 Who can obtain more rapid success?（A）Those with wealth.（B） Those with the best brains.（C） Those with the best opportunities.（D）Those who have the ability to catch at op
20、portunities.23 New meritocracy can perpetuate itself to a certain extent because_.（A）money is a powerful weapon（B） private schools offer advantages over state schools（C） people are free to choose the way of educating their children（D）wealth is used for political ends24 According to the author, “clas
21、s divisions“ refers to_.（A）the rich and the poor（B） different opportunities for people（C） oppressor and the oppressed（D）genius and stupidity25 What is the main idea of this passage?（A）Equality of opportunity in the twentieth century has not destroyed the class system.（B） Equality means money.（C） The
22、re is no such society as classless society.（D）Nature cant give you a classless society.25 The methods of testing a person s knowledge and ability remain as primitive as ever they were. After all these years, educationists have still failed to device anything more efficient and reliable than examinat
23、ions. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the skill of working rapidly under extreme pressure, but they can tell you nothing about a person s true ability and a
24、ptitude.As anxiety-makers, examinations are second to none. That is because so much depends on them. They are markers of success or of failure in our society. Your whole future may be decided in one fateful day. No one can give of his best when he is in mortal terror, or after a sleepless night, yet
25、 this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured.A good education should, among other things, train you to think for yourself. The examination system
26、 does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their s
27、ubjects. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. Yet they have to
28、 mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge s decision you have the right of appeal, but not after an examiners. There must surely be many simpler and more effective wa
29、ys of assessing a person s true abilities.Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: I were
30、a teenage drop-out and now I am a teenage millionaire.26 The authors attitude towards examinations is_.（A）abhorrent（B） approval（C） critical（D）indifferent27 What is the meaning of the underlined sentence in the second paragraph?（A）Examinations leave so great pressure to the students.（B） Anxiety-maker
31、s attach much importance to the examination.（C） The makers of examinations are more likely to be anxious.（D）Examinations are the first in importance.28 According to the author, the most important aspect of a good education is_.（A）to encourage students to read widely（B） to train students to think on
32、their own（C） to teach students how to tackle exams（D）to master his fate29 Why does the author mention the court?（A）To give an example.（B） To compare.（C） To show that teachers evolutions depend on the results of examinations.（D）To prove the results of court are more effective.30 The main idea of this
33、 passage is_.（A）examinations exert a detrimental influence on education（B） examinations are ineffective（C） examinations are profitable for institutions（D）examinations are a burden on students30 A fundamental problem for understanding the evolution of human language has been the lack of significant p
34、arallels among nonhuman primates. Several studies found that nonhuman primates do not have a vocal tract. However, such points have been challenged by recent research, suggesting that nonhuman primates may after all be valuable models for understanding the evolution of speech and language.The main a
35、nimal model for vocal learning has been birdsong acquisition. However, there are crucial differences between birdsong acquisition and human language learning. And given some severe limitations, for example, birds have two vocal organs and do not have the flexible supralaryn-geal structures that faci
36、litate speech, of birdsong as a model of speech, there is value in seeking other appropriate parallels among mammals.Recent studies on macaques and baboons have shown that the vocal tracts of these monkeys can produce a full range of human-like vowels. Turn-taking is a key to fluent human conversati
37、on and has been thought to be unique to humans. One study found that captive chimpanzees increasingly share resources when resources are diminished. Collaborative turn-taking for food has been seen in other primates. These recent studies show that there is value in looking for the evolutionary origi
38、ns of speech and language in nonhuman primates.Human speech and language are highly complex systems with multiple components. Thus, to fully explain language origins, researchers must seek multiple models that represent both diverging and converging evolutionary processes. There may also be differen
39、ces among primate species in the developmental processes that parallel human language acquisition. However, no studies have yet described vowel-like sounds in these monkeys, so marmosets and tamarins may be useful primarily for developmental studies.It is probable that early humans faced evolutionar
40、y pressures that differed from those encountered by other primates and that have made our complex communication system adaptive. Language may have been important for coordinating activities in large cooperative groups. If individuals can thrive without complex vocal signaling, there would be little
41、motivation to push the communication further. Different sensory and motor systems may be important. We tend to evaluate language through a vocal / auditory system, whereas research on apes is beginning to illustrate the complexity of gestural communication.Nonhuman primates do not talk, but we shoul
42、d not expect them to. Each species has its own adaptations for communication. Nevertheless, there is much about language evolution that we can learn from nonhuman primates, provided that we study a variety of species and consider the multiple components of speech and language.31 The example of birds
43、ong acquisition is mentioned to_.（A）highlight the necessity of studying other suitable candidates among mammals（B） stress the urgency to find crucial differences between birdsong acquisition and human language learning（C） explain the severe limitations of birdsong（D）emphasize that birds do not have
44、the flexible supralaryngeal structures that facilitate speech 32 We can infer from Paragraph 4 that_.（A）nonhuman primates are of great significance in studying the fountain of speech（B） the relationship between human speech and language is extremely complicated（C） fluent human conversation has no re
45、lationship with turn-taking（D）the vocal tracts of the mammals can produce human-like vowels33 The word “converging“ (Para. 4) is closest in meaning to_.（A）assembling（B） deviating（C） converting（D）convicting34 The author s attitude toward studying nonhuman primates is one of_.（A）full approval（B） sever
46、e criticism（C） passive acceptance（D）slight tolerance35 Which of the following would be the best title for the text?（A）Learning from Monkey “Talk“（B） Nonhuman Primates（C） The Evolution of Human Language（D）Seeking Multiple Models35 Here are some management tools that can be used to help you lead a pur
47、poseful life.1. Use Your Resources Wisely. Your decisions about allocating your personal time, energy, and talent shape your lifes strategy. We have a limited amount of time, energy and talent. How much do we devote to each of these pursuits?Allocation choices can make your life turn out to be very
48、different from what you intended. If you dont invest your resources wisely, the outcome can be bad. As I think about people who inadvertently invested in lives of hollow unhappiness, I cant help believing that their troubles relate right back to a short-term perspective.When people with a high need
49、for achievement have an extra half hour of time or an extra ounce of energy, theyll unconsciously allocate it to activities that yield the most tangible accomplishments. Our careers provide the most concrete evidence that were moving forward. In contrast, investing time and energy in your relationships with your spouse and children typically doesn t offer the same immediate sense of achievement. People who are driven to
