1、考研英语（一）模拟试卷 78 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 There is a difference between science and technology. Science is a method of answering【B1】_questions; technology is a method of sol
2、ving practical problems. Science has to do with discovering the facts and relationships between【B2】_phenomena in nature and with establishing theories that【B3】_to organize these facts and relationships; technology has to do with tools, techniques, and【B4 】_for applying the findings of science. Anoth
3、er【B5】_between science and technology has to do with the progress in each.Progress in science【B6】_the human factor. Scientists, who seek to understand the universe and know the truth within the highest degree of【B7】_and certainty, cannot【B8 】 _their own or other peoples likes or dislikes or to popul
4、ar ideas about the fitness of things. What scientists discover may shock or【B9】_peopleas did Darwins theory of evolution. But even an unpleasant truth is【B10】_than likely to be useful; besides, we have the choice of refusing to believe it! But【B11】_so with technology; we do not have the choice of re
5、fusing to hear the sound produced by a supersonic aircraft flying overhead; we cannot refuse to breathe polluted air. 【B12】_science, progress in technology must be measured【B13】_the human factor. The purpose of technology is to serve peoplepeople【B14】_not merely some people; and future generations,
6、not merely those who presently wish to【B15】_advantage for themselves.We are all familiar with the【B16】_use of technology. Many people blame technology itself【B17】_widespread pollution, resource depletion(枯竭)and even social decay in generalso much【B18】_the promise of technology is “【 B19】_“. That pro
7、mise is a cleaner and healthier world. If wise applications of science and technology do not【B20】_a better world, what else will?1 【B1 】（A）abstract（B） theoretical（C） profound（D）concrete2 【B2 】（A）discernible（B） negligible（C） sustainable（D）observable3 【B3 】（A）serve（B） assume（C） intend（D）prove4 【B4 】（A
8、）procedures（B） facilities（C） proceedings（D）apparatuses5 【B5 】（A）implication（B） friction（C） discrimination（D）distinction6 【B6 】（A）distracts（B） excludes（C） expels（D）disposes7 【B7 】（A）integrity（B） loyalty（C） accuracy（D）eonsistency8 【B8 】（A）ward off（B） make use of（C） work up（D）pay attention to9 【B9 】（A）
9、anger（B） flare（C） ignite（D）blare10 【B10 】（A）better（B） other（C） less（D）more11 【B11 】（A）hardly（B） nearly（C） virtually（D）rarely12 【B12 】（A）Without（B） Despite（C） Unlike（D）Regarding13 【B13 】（A）in terms of（B） by means of（C） by virtue of（D）as a result of14 【B14 】（A）in nature（B） on average（C） on the whole（D
10、）in general15 【B15 】（A）take（B） gain（C） make（D）win16 【B16 】（A）invalid（B） illiterate（C） indecent（D）improper17 【B17 】（A）for（B） on（C） with（D）of18 【B18 】（A）in that（B） as if（C） so that（D）if only19 【B19 】（A）discharged（B） sophisticated（C） obscured（D）dissolved20 【B20 】（A）turn into（B） amount to（C） go into（D）l
11、ead toPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)20 “If we want to become a strong economy again, the best thing we can do is have an educated workforce. “Few would object to U. S. Secretary of Education Arne Duncans exp
12、lanation of why Washington is mobilizing $100 billion to schools and universities as part of Februarys giant stimulus package. Indeed, other countries are following suit, with Britain, Germany, Canada, and others making new education funding part of their anti-crisis strategies.Whats far less clear
13、is that this money is going where its most neededor likely to have the greatest social and economic payoff. In Germany, the bulk of nearly 10 billion in new school spending is being used to renovate buildings, but unlikely to have much effect on the quality of German graduates. In the United States,
14、 schools were not using the stimulus money to boost student achievement, as promised by Duncan, but to fund their general budgets. And in still other countries, governments are using money to help build new world-class universitiesprojects that a World Bank study in July warned risk bleeding resourc
15、es away from more desperately needed areas.The biggest error governments are making is to blindly push for more and better everything at all levels of education; more teachers, flashier facilities, more technology in the classroom, and more elite universities. All such efforts may seem sensible, but
16、 studies show that simply spending more on education doesnt produce better results. Kids dont necessarily learn more if they sit in smaller classrooms, in more modern and better-equipped schools, or even if their teachers are better-paid. According to Ludger Woessmann of the IFO Institute, merely ra
17、ising per student spending has zero effect on achievement. The United States, France and Germany have increased spending significantly in past decades only to see performance stagnate, while countries like Sweden and Finland have boosted quality through structural reform.Studies suggest another impo
18、rtant way education policy should be refocused. They find that the largest returns on investment come not from mobilizing more money toward top or even average performers, but toward those who have been left behind. Raising the achievement of the unskilled and excluded would lead not only to individ
19、ual payoffs, such as higher incomes and more meaningful lives, but also would generate big benefits for economies, such as higher productivity and greater GDP. It would also result in broad social gainsless crime, less welfare spending, and a greater sense of cohesion. “Improving our education to ge
20、t the economic growth more broadly shared is the one most important thing we can do,“ says Benjamin Friedman, a Harvard economist. He argues that changing education in this way would be one of the few ways governments could promote both justice and economic growthnot one at the expense of the other.
21、21 Arne Duncan believes that the best way to cope with financial crisis is to_.（A）provide more funds（B） better educate laborers（C） make effective policies（D）build world-class universities22 According to the passage, many countries should have spent new education funding in_.（A）repairing school build
22、ings（B） funding their daily expenses（C） building first-rate universities（D）improving student achievement23 It can be inferred from Para. 3 that_.（A）kids have learned more in better-equipped schools（B） spending more on education has achieved better results（C） the United States has spent a lot of mone
23、y on education so far（D）Sweden has improved the quality of education through funding24 The word “stagnate“(Line 8, Para. 3)most probably means_.（A）to get better（B） to turn worse（C） to become unstable（D）to stop developing25 According to recent studies, more education funding should be spent on_.（A）to
24、p students（B） average students（C） overseas students（D）backward students25 A new website from the U. S. Department of Agriculture(USDA)shows that 10% of the country is now a “food desert“. The Food Desert Locator is an online map highlighting thousands of areas where, the USDA says, low-income famili
25、es have no or little access to healthy fresh food. First identified in Scotland in the 1990s, food deserts have come to symbolize urban decay. They suggest images of endless fast-food restaurants and convenience stores serving fatty, sugary junk food to overweight customers who have never tasted a B
26、russels sprout(抱子甘蓝).The USDA links food deserts to a growing weight problem that has seen childhood obesity in America triple since 1980 and the annual cost of treating obesity swell to nearly $150 billion. Accordingly, Michelle Obama announced a $ 400m Healthy Food Financing Initiative last year w
27、ith the aim of eliminating food deserts nationwide by 2017. Official figures for the number of people living in food deserts already show a decline, from 23. 5m in 2009 to 13. 5m at the launch of the website in May, 2010. In America, the definition of a food desert is any census area where at least
28、20% of inhabitants are below the poverty line and 33% live more than a mile from a supermarket. By simply extending the cut-off in rural areas to ten miles, the USDA managed to rescue 10m people from desert life.Some academics would go further, calling the appearance of many food deserts nothing but
29、 a mirage and not the real problem. Research by the Centre for Public Health Nutrition at the University of Washington found that only 15% of people shopped for food within their own census area. Critics also note that focusing on supermarkets means that the USDA ignores tens of thousands of larger
30、and smaller retailers, farmers markets and roadside greengrocers, many of which are excellent sources of fresh food.A visit to Renton, a depressed suburb of Seattle, demonstrates the problem. The town sits in the middle of a USDA food desert stretching miles in every direction. Yet it is home to a r
31、oadside stand serving organic fruit and vegetables, a health-food shop packed with nutritious grains and a superstore that attracts flocks of shoppers from well outside the desert.No surprise, then, that neither USDA nor the Institute of Medicine of the National Academies has been able to establish
32、a causal link between food deserts and dietary health. In fact, both agree that merely improving access to healthy food does not change consumer behavior. Open a full-service supermarket in a food desert and shoppers tend to buy the same artery-clogging junk food as beforethey just pay less for it.
33、The unpalatable truth seems to be that some Americans simply do not care to eat a balanced diet, while others, increasingly, cannot afford to. Over the last four years, the price of the healthiest foods has increased at around twice the rate of energy-dense junk food. That is the nutshell(概括)of the
34、whole problem.26 What can we learn about the food desert?（A）It is an area where the locals cant grow fresh food.（B） It is an area where a lot of people are starving.（C） It is an area where fresh food is hardly available to the locals.（D）It is an area where people are mostly overweight.27 According t
35、o Para. 2, how did USDA reduce the number of people in food desert by 10m?（A）By promoting the concept of organic food.（B） By raising peoples awareness of dietary health.（C） By establishing more full-service supermarkets.（D）By extending the definition of food desert in rural areas.28 The critics of f
36、ood desert hold the view that_.（A）USDA overemphasizes the importance of supermarkets（B） shoppers should go outside their residence areas for food（C） USDA should expand the census areas to locate food deserts（D）shoppers should visit supermarkets more frequently29 According to the passage, which of th
37、e following can hardly be a source of fresh food?（A）Wal-Mart.（B） Farmers market.（C） Convenience store.（D）Roadside stand.30 According to the last paragraph, which of the following statements is true?（A）It is a simple matter to change consumers preference for food.（B） The relationship between food des
38、ert and dietary health is certain.（C） Price can be a decisive factor when consumers buy food.（D）Opening full-service supermarkets will eliminate food deserts in the U. S.30 In most peoples mind, growth is associated with prosperity. We judge how well the economy is doing by the size of the Gross Nat
39、ional Product(GNP), a measure, supposedly, of growth. Equally axiomatic, however, is the notion that increased pressure on dwindling natural resources must inevitably lead to a decline in prosperity, especially when accompanied by a growth in population. So, which is correct?What growth advocates me
40、an, primarily, when they say growth is necessary for prosperity is that growth is necessary for the smooth functioning of the economic system. In one arena the argument in favor of growth is particularly compelling and that is with regard to the Third World. To argue against growth, other than popul
41、ation growth, in light of Third World poverty and degradation seems callous. But is it? Could it be that growth, especially the growth of the wealthier countries, has contributed to the impoverishment, not the advancement, of Third World countries? If not, how do we account for the desperate straits
42、 these countries find themselves in today after a century of dedication to growth?To see how this might be the case we must look at the impact of growth on Third World countries the reality, not the abstract stages-of-economic-growth theory advocated through rose-colored glasses by academicians of t
43、he developed world. What good is growth to the people of the Third World if it means the conversion of peasant farms into mechanized agri-businesses producing commodities not for local consumption but for export, if it means the stripping of their land of its mineral and other natural treasures to t
44、he benefit of foreign investors and a handful of their local collaborators, if it means the assumption of a crushing foreign indebtedness, the proceeds of which goes not into the development of the country but into the purchase of expensive cars and the buying of luxurious residence in Miami?Admitte
45、dly, this is an oversimplification. But the point, I believe, remains valid; that growth in underdeveloped countries cannot simply be judged in the abstract; it must be judged based on the true nature of growth in these societies, on who benefits and who is harmed, on where growth is leading these p
46、eople and where it has left them. When considered in this way, it just might be that in the present context growth is more detrimental to the well-being of the wretched of the earth than beneficial.So, do we need growth for prosperity? Only the adoption of zero growth can provide the answer. But tha
47、t is a test not easily undertaken. Modern economies are incredibly complex phenomena, a tribute to mans ability to organize and a challenge to his ability to understand. Anything that affects their functioning, such as a policy of zero growth, should not be proposed without a wan prudence and a self
48、-doubting humility. But if the prospect of leaping into the economic unknown is fear-inspiring, equally so is the prospect of letting that fear prevent us from acting when the failure to act could mean untold misery for future generations and perhaps environmental catastrophes which threaten our ver
49、y existence.31 Which of the following statements does the author support?（A）Gross National Product is a safe measure for economic growth.（B） Diminishing natural resources will prove harmful to the well-being of humanity.（C） A decline in prosperity will inevitably lead to a growth in population.（D）Growth in population will be a chief threat to economic prosperity.32 It is implied in Paragraphs 2 and 3 that _.（A）the smooth functio
