1、考研英语（一）模拟试卷 50 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 Anthropology is the study of human beings as creatures of society. It 1 its attention upon those physical characteristics and indus
2、trial techniques, conventions and values, which 2 one community from all others that belong to a different tradition. The distinguishing mark of anthropology among the social sciences is that it includes for serious study other societies 3 our own. For its purposes any social 4 of mating and reprodu
3、ction is as significant as our own. To the anthropologist our customs and those of a New Guinea tribe are two possible social schemes for 5 a common problem, and in so far as he remains an anthropologist he is 6 to avoid any weighting of one 7 the other. He is interested in human behavior, not as it
4、 is shaped by one tradition, our own, but as it has been shaped by any tradition 8 . He is interested in a wide 9 of custom that is found in various cultures, and his object is to understand the way in which these cultures change and 10 , the different forms through which they express themselves and
5、 the 11 in which the customs of any peoples function in the lives of the 12 Now custom has not been commonly regarded as a 13 of any great moment. The inner workings of our own brains we feel to be uniquely 14 of investigation, but custom, we have a way of thinking, is behavior at its most commonpla
6、ce. 15 it is the other way round. Traditional custom is a mass of detailed behavior more astonishing than 16 any one person can ever evolve in individual actions. Yet that is a rather 17 aspect of the matter. The fact 18 first rate importance is the predominant role that custom 19 in experience and
7、belief, and the very great varieties it may 20 .（A）pays（B） revolves（C） fastens（D）draws（A）distinguish（B） prohibit（C） dispel（D）exempt（A）of（B） from（C） for（D）than（A）regulation（B） execution（C） prosecution（D）disposition（A）meditating on（B） imposing on（C） tangling with（D）dealing with（A）acknowledged（B） autho
8、rized（C） bound（D）credited（A）in favor of（B） instead of（C） rather than（D）in contrast with（A）however（B） though（C） whatsoever（D）indeed（A）option（B） span（C） prototype（D）range（A）deviate（B） fluctuate（C） differentiate（D）segregate（A）manner（B） means（C） case（D）context（A）personnel（B） locality（C） natives（D）indivi
9、duals（A）subject（B） object（C） objective（D）subjective（A）worth（B） worthwhile（C） worthy（D）rewarding（A）As a matter of fact（B） On the whole（C） In general（D）On the other hand（A）that（B） why（C） how（D）what（A）vulgar（B） lofty（C） grim（D）trivial（A）in（B） of（C） at（D）to（A）functions（B） plays（C） makes（D）leads（A）manife
10、st（B） illustrate（C） reveal（D）indicatePart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)20 The word “globalization“ usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enablers are th
11、e laws of comparative advantage and economies of scale. In The Great Brain Race Ben Wildavsky points to another mighty agent o globalization: universities. These were some of the worlds first “global“ institutions. In the Middle Ages great universities such as Paris and Bologna attracted “wandering
12、scholars“ from across Europe. In the 19th century Germanys research universities attracted scholars from across the world. In the early 20th century philanthropists such as Cecil Rhodes and William Harkness established scholarships to foster deeper links between countries. By the 1960s globe-trottin
13、g professors were so commonplace that they bad become the butt of jokes. (What is the difference between God and professor so and so? God is everywhere. Professor so and so is everywhere but here. ) Universities are obsessed by the global marketplace for students and professors. They are trying to a
14、ttract as many students from abroad as possible (not least because foreign students usually pay full fees). Nearly 3 million students now spend some time studying in foreign countries, a number that has risen steeply in recent years. Universities are also setting up overseas. New York University has
15、 opened a branch in Abu Dhabi. Six American universities have created a higher-education supermarket in Qatar. Almost every university worth its name has formed an alliance with a leading Chinese institution. But globalization is going deeper than just the competition for talent: a growing number of
16、 countries are trying to create an elite group of “global universities“ that are capable of competing with the best American institutions. China and India are focusing resources on a small group. The French and German governments are doing hattie with academic egalitarians in an attempt to create Eu
17、ropean Ivy Leagues. Behind all this is the idea that world-class universities can make a disproportionate contribution to economic growth. This is a fascinating story. But Mr. Wildavsky, a former education reporter who now works for both the Kauffman Foundation and the Brookings Institution, is too
18、earnest a writer to make the best of it. He wastes too much ink summarising research papers and quoting “experts“ uttering banalities. And he fails to point out the humour of sabbatical man jet-setting hither and thither to discuss such staples of modern academic life as poverty and inequality. Mr.
19、Wildavsky should spend less time with his fellow think-tankers (who are mesmerised by the idea of a global knowledge economy) and more talking to students, who experience the disadvantages as well as the advantages of the new cult of globalization at first hand.21 The phrase “globe-trotting professo
20、rs“ (Line 5, Paragraph 2) refers to teachers who_.（A）have links with more than one university（B） are busy with teaching in a university（C） commit themselves to educating the talents（D）like to do research on global universities 22 The author cited New York University as an example in the third paragr
21、aph to_.（A）show glohalization of university is a trend（B） glorify it as an excellent university（C） praise global universitys contribution（D）show global universities run for profits 23 The purpose of setting up an outstanding group of “global universities“ is to _.（A）compete for excellent students（B）
22、 compete with American institutions（C） attract more foreign students（D）make contributions to economic growth 24 Which one is NOT the shortcoming of Mr. Wildavskys writing?（A）He pays more attention to experts banalities.（B） He spends less time with his fellow think tankers.（C） He spends too much time
23、 in summarizing the papers.（D）He is too earnest to get the best of it. 25 What is the passage mainly about?（A）The meaning of the word “globalization“.（B） How to create an elite group of “global universities“.（C） Another mighty agent of globalization: universities.（D）The preface of The Great Brain Ra
24、ce. 26 Scientists have long warned that some level of global warming is a done dealdue in large part to heat-trapping greenhouse gases humans already have pumped skyward. Now, however, researchers are fleshing out how much future warming and sea-level rise the world has triggered. The implicit messa
25、ge: “We cant stop this, so how do we live with it?“ says Thomas Wigley, a climate researcher at NCAR.One group, led by Gerald Meehl at NCAR, used two state-of-the-art climate models to explore what could happen if the world had held atmospheric concentrations of greenhouse gases steady since 2000. T
26、he results: Even if the world had slammed on the brakes five years ago, global average temperatures would rise by about 1 degree Fahrenheit by the end of the 21st century. Sea levels would rise by another 4 inches over 20th-century increases. Rising sea-levels would continue well beyond 2100, even w
27、ithout adding water from melting glaciers and ice sheets. The rise highlights the oceans enormous capacity to absorb heat and its slow reaction to changes in atmospheric conditions.The team ran each model several times with a range of “what if“ concentrations, as well as ob served concentrations, fo
28、r comparison. Temperatures eventually level out, Dr. Meehl says in reviewing his teams results. “But sea-level increases keep ongoing. The relentless nature of sea-level rise is pretty daunting.“ Dr. Wigley took a slightly different approach with a simpler model. He ran simulations that capped conce
29、ntrations, at 2000 levels. If concentrations are held constant, warming could exceed 1.8 degrees F. by 2400. The two researchers add that far from holding steady, concentrations of greenhouse gases continue to rise. Thus, at best, the results point to the least change people can expect, they say.The
30、 idea that some level of global climate change from human activities is inevitable is not new. But the word has been slow to make its way into the broader debate. “Many people dont realize we are committed right now to a significant amount of global warming and sea-level rise. The longer we wait, th
31、e more climate change we are committed to in the future,“ Meehl says.While the concept of climate-change commitment isnt new, these fresh results “tell us whats possible and whats realistic“ and that for the immediate future, “prevention is not on the table,“ says Roger Pielke Jr., director of the C
32、enter for Science and Technology Policy Research. To Pielke and others, this means adaptation should be given a much higher priority that its received to date. “Theres a cultural bias in favor of prevention,“ he says. But any sound policy includes preparation as well, he adds. “We have the scientifi
33、c and technological knowledge we need to improve adaptation and apply that knowledge globally.“26 According to the research of NCAR, if the concentrations were held steady at 2000 levels,（A）the oceans capacity to absorb heat would decline.（B） the sea-level would keep on increasing.（C） the global ave
34、rage temperature would decrease.（D）significant climate change would not take place.27 Global warming is something（A）getting worse because of a culture bias.（B） caused by the rise of the sea level.（C） people have to live with.（D）we dont need to worry about in the future.28 By “at best, the results po
35、int to the least change people can expect“,(Paragraph 3) the researchers try to tell us that（A）the impact of climate change is relatively minor.（B） the global warming is inevitable in the near future.（C） concentrations of greenhouse gases cannot beheld steady.（D）the atmospheric conditions will be be
36、tter than people think.29 The views of Pielke and Dr. Wigley on how to face global warming are（A）unrelated.（B） similar.（C） complementary.（D）opposite.30 The author writes this passage to（A）call on people to prevent global warming.（B） present the results from two research models.（C） appeal to people t
37、o take adaptation as priority.（D）forecast the future trends of global warming.31 “Im a total geek all around,“ says Angela B. Yron, a 27-year-old computer prlogrammer who has just graduated from Nova Scotia Community College. And yet, like many other students, she “never had the confidence“ to appro
38、ach any of the various open-source software communities on the internetdistributed teams of volunteers who collaborate to build software that is then made freely available. But thanks to Google, the worlds most popular search engine and one of the biggest proponents of open-source software, Ms Byron
39、 spent the summer contributing code to Drupal, an open-source project that automates the management of websites. “Its awesome,“ she says.Ms Byron is one of 419 students (out of 8,744 who applied) who were accepted for Googles “summer of code“. While it sounds like a hyper-nerdy summer camp, the stud
40、ents neither went to Googles campus in Mountain View, California, nor to wherever their mentors at the 41 participating open-source projects happened to be located. Instead, Google acted as a matchmaker and sponsor. Each of the participating open-source projects received $500 for every student it to
41、ok on; and each student received $4,500 ($500 right away, and $4,000 on completion of their work). Oh, and a T-shirt.All of this is the idea of Chris DiBona, Googles open-source boss, who was brainstorming with Larry Page and Sergey Brin, Googles founders, last year. They realised that a lot of prog
42、ramming talent goes to waste every summer because students take summer jobs flipping burgers to make money, and let their coding skills degrade. “We want to make it better for students in the summer,“ says Mr. DiBona, adding that it also helps the open source community and thus, indirectly, Google,
43、which uses lots of open source software behind the scenes. Plus, says Mr. DiBona, “it does become an opportunity for recruiting.“Elliot Cohen, a student at Berkeley, spent his summer writing a “Bayesian network toolbox“ for Python, an open-source programming language. “Im a pretty big fan of Google,
44、“ he says. He has an interview scheduled with Microsoft, but “Google is the only big company that I would work at,“ he says. And if that doesnt work out, he now knows people in the open-source community, “and its a lot less intimidating.“31 Ms. Byrons comment on her own summer experiment is _.（A）neg
45、ative（B） biased（C） puzzling（D）enthusiastic32 It can be inferred from the second paragraph that the participants of Googles “summer of code“ have _.（A）been selected（B） been educated（C） been blamed（D）been enlightened33 The work of the participating open-source projects conducted by students, according
46、 to the text, is _.（A）incoherent（B） rewarded（C） incessant（D）gratuitous34 The idea of Chris DiBona, according to the text, is enriched by _.（A）T shirt sales（B） open-source（C） programmers talent（D）others wisdom35 Elliot Cohen is mentioned in the text so as to _.（A）illustrate the indirect effect of “su
47、mmer of code“ on Googles recruitment（B） indicate the academic level of Berkeley, USA（C） clarify Elliot Cohens summer experience in writing network toolbox（D）lay emphasis on the fact that university students are big fans of Google35 Roger Rosenblatts book Black Fiction, in attempting to apply literar
48、y rather than sociopolitical criteria to its subject, successfully alters the approach taken by most previous studies. As Rosenblatt notes, criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayles recent work, for example, judges the value of Black Fic
49、tion by overtly political standards, rating each work according to the notions of Black identity which it propounds. Although fiction assuredly springs from political circumstances, its authors react to those circumstances in ways other than ideological, and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatts literary analysis discloses affinities and connections among works of Black Fiction which solely political studies have ov
