1、考研英语（一）模拟试卷 61 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) 1 Attempts to understand the relationship between social behavior and health have their origin in history. Dubos (1969) suggested tha
2、t primitive humans were closer to the animals (1)_ they, too, relied upon their instincts to stay healthy. Yet some primitive humans (2)_ a cause and effect relationship between doing certain things and alleviating (3)_ of a disease or (4)_ the condition of a wound. (5)_ there was so much that primi
3、tive humans did not (6)_ the functioning of the body, magic became an integral component of the beliefs about the causes and cures of heath (7)_. Therefore it is not (8)_ that early humans thought that illness was caused (9)_ evil spirit. Primitive medicines made from vegetables or animals were inva
4、riably used in combination with some form of ritual to (10)_ harmful spirit from a diseased body.One of the earliest (11)_ in the Western world to formulate principles of health care based upon rational thought and (12)_ of supernatural phenomena is found in the work of the Greek physician Hippocrat
5、es. The writing (13)_ to him has provided a number of principles underlying modern medical practice. One of his most famous (14)_, the Hippocratic Oath, is the foundation of contemporary medical ethics.Hippocrates also argued that medical knowledge should be derived from a (15)_ of the natural scien
6、ces and the logic of cause and effect relationships. In this (16)_ thesis, On Airs, Water, and Places, Hippocrates pointed out that human well-being is (17)_ by the totality of environmental (18)_: living habits or lifestyle, climate, geography of the land, and the quality of air, and food. (19)_ en
7、ough, concerns about our health and the quality of air, water, and places are (20)_ very much written in twentieth century.（A）in that（B） now that（C） because（D）so that（A）identified（B） recognized（C） admitted（D）esteemed（A）symbols（B） signs（C） symptoms（D）syndromes（A）arranging（B） adjusting（C） developing（D
8、）improving（A）While（B） Although（C） Provided（D）Since（A）confirm（B） appreciate（C） tolerate（D）discover（A）damages（B） agitation（C） disorders（D）collapse（A）surprising（B） obvious（C） promising（D）unwise（A）in（B） by（C） off（D）up（A）discharge（B） exclude（C） dismiss（D）expel（A）expedition（B） incentives（C） stimuli（D）ende
9、avors（A）foundation（B） rejection（C） integration（D）acceptance（A）attributed（B） committed（C） acknowledged（D）confined（A）attractions（B） subscriptions（C） thorough（D）immediate（A）creation（B） expectation（C） perception（D）preference（A）durable（B） classic（C） thorough（D）immediate（A）impressed（B） surpassed（C） influe
10、nced（D）regarded（A）elements（B） factors（C） components（D）deposits（A）Interesting（B） Appealing（C） Demanding（D）Exaggerating（A）even（B） indeed（C） still（D）moreoverPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)20 For years, many educ
11、ators 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, they will learn the errors and be prevented or slowed in learning the correct information. But resear
12、ch 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 better, longer, if they are given very challenging tests on the material, tests at which they are bound
13、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 control condition in which they simply study the information. Trying and failing to retrieve the answer is
14、 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, students were given the first word of the pair (star ?) and told to try to generate the second member tha
15、t 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 seconds.The team found that students remembered the pairs much better when they first tried to retriev
16、e 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 trying to retrieve or guess the answer. But the effect averaged about 10 percent better recall, and oc
17、curred 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 they were asked questions about the passage before reading it. Asking these kinds of question before re
18、ading 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 to study, or the researchers focused their attention on the critical passages in one of several ways: b
19、y 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 guess the answers.Of course, these are general-purpose strategies and work for any type of material, n
20、ot 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 answer wrong is a great way to learn. 503 words21 The author introduces his topic by_.（A）posing a contrast（
21、B） making a comparison（C） justifying an assumption（D）explaining a phenomenon22 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 teaching23 Which of the followin
22、g is the best strategy in guiding students to comprehend an essay?（A）Asking them questions before they read it.（B） Helping them focus on the critical passages.（C） Giving them additional time to study it.（D）Teaching them to use reading strategies combinedly.24 It can be inferred what impresses us mos
23、t is those_.（A）that satisfied us（B） that frustrated us（C） that brought us great success（D）that took our long-term effort25 The text intends to tell us that_.（A）errorless learning produce efficient students（B） getting the answer wrong makes better learning（C） practice makes perfect students（D）strateg
24、ies are useful in promoting learning26 As usual, Americas Supreme Court ended its annual term this week by delivering a clutch of controversial decisions. The one that caught the attention of businessmen, and plenty of music lovers, was a ruling concerning the rampant downloading of free music from
25、the internet.Nine elderly judges might have been forgiven for finding the entire subject somewhat baffling. In fact, their lengthy written decisions on the case betray an intense interest, as well as a great deal of knowledge. Moreover, they struck what looks like the best available balance under cu
26、rrent laws between the claims of media firms, which are battling massive infringements of their copyrights, and tech firms, which are keen to keep the doors to innovation wide open.This case is only the latest episode in a long-running battle between media and technology companies. In 1984, in a cas
27、e involving Sonys Betamax video recorder, the Supreme Court ruled that technology firms are not liable if their users infringe copyright, provided the device is “capable of substantial non-infringing uses.“ For two decades, this served as a green light for innovations. Apples iTunes, the legal offsp
28、ring of illegal internet file-sharing, is among the happy results. But lately, things have turned against the techies. In 2000, a California court shut down Napster, a distributor of peer-to-peer(P2P) file-sharing software. It had, the court decided, failed to stop copyright violations (though the f
29、irm relaunched as a legal online-music retailer).In its ruling this week, the court unanimously took the view that two other p2p firms, Grokster and StreamCast, could be held liable if they encourage users to infringe copy rights. The vast majority of content that is swapped using their software inf
30、ringes copy rights, which media firms say eats into their sales. Although the software firms argued they should not be responsible for their customers actions, the court found that they could be sued if they actually encouraged the infringement, and said that there was evidence that they had done so
31、. On the other hand, the court did not go as far as media firms demanded: they wanted virtually any new technology to be vulnerable to legal action if it allowed any copyright infringement at all.26 The term “betray“(Paragraph 2) most probably means（A）hand out.（B） demonstrate.（C） disclose.（D）ward of
32、f.27 The authors attitude forwards the work conducted by the nine judges seems to be（A）indifferent.（B） affirmative.（C） biased.（D）negative.28 The case of Napster demonstrates that（A）file-sharing software was forbidden since the year of 2000.（B） the court is beginning to side with media firms.（C） Naps
33、ter failed to prevent copyright violations.（D）the court begins holding less technology companies liable for copyright infringement.29 The phrase “eat into“(Paragraph 4) most probably means（A）promotes.（B） fosters.（C） destroys.（D）infects.30 It can be inferred from the last paragraph that（A）copyrights
34、would be eventually discarded.（B） some softwares were not designed to infringe copyrights.（C） the court might lose popularity with media users.（D）some claims of media firms were not supported by law.30 Wherever people have been, they have left waste behind, which can cause all sorts of problems. Was
35、te often stinks, attracts vermin and creates eyesores. More seriously, it can release harmful chemicals into the soil and water when dumped, or into the air when burned. And then there are some really nasty forms of industrial waste, such as spent nuclear fuel, for which no universally accepted disp
36、osal methods have thus far been developed.Yet many also see waste as an opportunity. Getting rid of it all has become a huge global business. Rich countries spend some $ 120 billion a year disposing of their municipal waste alone and another $ 150 billion on industrial waste. The amount of waste tha
37、t countries produce tends to grow in tandem with their economies, and especially with the rate of urbanization. So waste firms see a rich future in places such as China, India and Brazil, which at present spend only about $ 5 billion a year collecting and treating their municipal waste.Waste also pr
38、esents an opportunity in a grander sense: as a potential resource. Much of it is already burned to generate energy. Clever new technologies to turn it into fertiliser or chemicals or fuel are being developed all the time. Visionaries see a world without waste, with rubbish being routinely recycled.U
39、ntil last summer such views were spreading quickly. But since then plummeting prices for virgin paper, plastic and fuels, and hence also for the waste that substitutes for them, have put an end to such visions. Many of the recycling firms that had argued rubbish was on the way out now say that unles
40、s they are given financial help, they themselves will disappear.Subsidies are a bad idea. Governments have a role to play in the business of waste management, but it is a regulatory and supervisory one. They should oblige people who create waste to clean up after themselves and ideally ensure that t
41、he price of any product reflects the cost of disposing of it safely. That would help to signal which items are hardest to get rid of, giving consumers an incentive to buy goods that create less waste in the first place.That may sound simple enough, but governments seldom get the rules right. In poor
42、er countries they often have no rules at all, or if they have them they fail to enforce them. In rich countries they are often inconsistent: too strict about some sorts of waste and worryingly lax about others. They are also prone to imposing arbitrary targets and taxes. California, for example, wan
43、ts to recycle all its trash not because it necessarily makes environmental or economic sense but because the goal of “zero waste“ sounds politically attractive.31 Whats the main idea of the first paragraph?（A）Waste is everywhere.（B） Waste is very harmful.（C） Waste should be treated universally.（D）Wa
44、ste can be an opportunity.32 Waste firms expect a great development in China, India and Brazil because（A）those economies have a large amount of waste to be treated.（B） those economies develop fast but spend little on waste business.（C） those economies welcome waste firms to run business there.（D）tho
45、se economies pay more attention to environmental protection.33 Many recycling firms are disappointed now for the reason that（A）clever new technologies are updating too quickly to bring any profit.（B） they will have no resources to use in a world without waste in the future.（C） low prices for recycli
46、ng products leave little margin to make money.（D）governments are reluctant to give financial help to survive the crisis.34 According to the authors ideal, products with high prices（A）would be hard to be disposed of.（B） should be really valuable.（C） would create less waste.（D）should be in strict regu
47、lation.35 Which of the following is true according to the last paragraph?（A）Rich countries might help poor countries to treat the waste.（B） Californias “zero waste“ program makes no environmental sense.（C） More taxes are needed to collect and treat the waste efficiently.（D）Governments policies on wa
48、ste industry are largely incoherent.36 When, in 1976, John Midgley was awarded the CBE for telling readers of The Economist about the United States, he took particular delight in the fact that he went by bus from work to accept the decoration from Queen Elizabeth (who was staying in Blair House in W
49、ashington), and was in and out quick enough, drinking up a gin and tonic without a stop, to use the transfer ticket to go out to dinner.He was a print hack all his life, spending freely on fun and friends, but never bothering to make his name known or his wallet fatter, with books or broadcasting. The possessor of free intelligence, he was not on a soap-box, or concentrated on influencing the great and good, though he got their attention just the same. His job, he on
