1、考研英语（阅读）模拟试卷 313 及答案与解析Part ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)0 The US $ 3 -million Fundamental Physics Prize is indeed an interesting experiment, as Alexander Polyakov said when he accepted this years award in March
2、. And it is far from the only one of its type. As a News Feature article in Nature discusses, a string of lucrative awards for researchers have joined the Nobel Prizes in recent years. Many, like the Fundamental Physics Prize, are funded from the telephone-number -sized bank accounts of Internet ent
3、repreneurs. These benefactors have succeeded in their chosen fields, they say, and they want to use their wealth to draw attention to those who have succeeded in science.What s not to like? Quite a lot, according to a handful of scientists quoted in the News Feature. You cannot buy class, as the old
4、 saying goes, and these upstart entrepreneurs cannot buy their prizes the prestige of the Nobels. The new awards are an exercise in self-promotion for those behind them, say scientists. They could distort the achievement-based system of peer-review-led research. They could cement the status quo of p
5、eer-reviewed research. They do not fund peer-reviewed research. They perpetuate the myth of the lone genius.The goals of the prize-givers seem as scattered as the criticism. Some want to shock, others to draw people into science, or to better reward those who have made their careers in research.As N
6、ature has pointed out before, there are some legitimate concerns about how science prizesboth new and oldare distributed. The Breakthrough Prize in Life Sciences, launched this year, takes an unrepresentative view of what the life sciences include. But the Nobel Foundation s limit of three recipient
7、s per prize, each of whom must still be living, has long been outgrown by the collaborative nature of modern researchas will be demonstrated by the inevitable row over who is ignored when it comes to acknowledging the discovery of the Higgs boson. The Nobels were, of course, themselves set up by a v
8、ery rich individual who had decided what he wanted to do with his own money. Time, rather than intention, has given them legitimacy.As much as some scientists may complain about the new awards, two things seem clear. First, most researchers would accept such a prize if they were offered one. Second,
9、 it is surely a good thing that the money and attention come to science rather than go elsewhere. It is fair to criticize and question the mechanismthat is the culture of research, after allbut it is the prize-givers money to do with as they please. It is wise to take such gifts with gratitude and g
10、race.1 The Fundamental Physics Prize is seen as（A）a symbol of the entrepreneurs wealth.（B） a possible replacement of the Nobel Prizes.（C） an example of bankers investments.（D）a handsome reward for researchers.2 The critics think that the new awards will most benefit（A）the profit-oriented scientists.
11、（B） the founders of the new awards.（C） the achievement-based system.（D）peer-review-led research.3 The discovery of the Higgs boson is a typical case which involves（A）controversies over the recipients status.（B） the joint effort of modern researchers.（C） legitimate concerns over the new prizes.（D）the
12、 demonstration of research findings.4 According to Paragraph 4, which of the following is true of the Nobels?（A）Their endurance has done justice to them.（B） Their legitimacy has long been in dispute.（C） They are the most representative honor.（D）History has never cast doubt on them.5 The author belie
13、ves that the new awards are（A）acceptable despite the criticism.（B） harmful to the culture of research.（C） subject to undesirable changes.（D）unworthy of public attention.5 The mythology of a culture can provide some vital insights into the beliefs and values of that culture. By using fantastic and so
14、metimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important. Just as important as the final lesson to be gathered from the stories, however, are th
15、e characters and the roles they play in conveying that message.Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesop s Fables, told and retold during the era of the Greek Empire. Aesop, a slave who won the favor of the court through his imaginative a
16、nd descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This choice of characterization allows us to see that the Greeks placed wisdom on
17、 a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than steanning from, human beings.Aesop s fables illustrated the central themes of humility and self-reliance, reflecting the importance of those traits in early Greek society. The f
18、olly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example, one notable fable features a fox repeatedly trying to reach a bunch of grapes on a very high vine. After failing at several attem
19、pts, the fox gives up, making up its mind that the grapes were probably sour anyway. The fable s lesson, that we often play down that which we can t achieve so as to make ourselves feel better, teaches the reader or listener in an entertaining way about one of the weaknesses of the human psyche.The
20、mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesops fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient generations those lessons considered most important to their community, and today they
21、 offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed.6 The author appears to view fables as（A）the most interesting and valuable form of mythology.（B） entertaining yet serious subjects of study.（C） a remnant tool of past civilizat
22、ions, but not often used in the modern age.（D）the primary method by which ancient values and ideas were transmitted between generations.7 The way that fables were used in the past is most similar to today s（A）fairy tales that entertain children at home.（B） stories in childrens school textbooks that
23、reinforce the lesson.（C） science documentaries that explain how nature works.（D）movies that depict animals as having human characteristics.8 The main purpose of Paragraph 3 is to（A）examine how one of Aesops fables sheds light on certain facets of Greek belief.（B） dissect one of Aesop s fables in ord
24、er to study the elements that make up Greek mythology.（C） learn from the lesson Presented in one of Aesop s most well-known fables.（D）illustrate a fable typical of Aesop s style, so as to examine how one goes about studying the meaning behind it.9 The author names the Roman, Aztec and European cultu
25、res in order to（A）identify other cultures in which fables were the primary method by which to pass on traditions and values.（B） explicitly name the various types of characters in those culture s fables.（C） stress that mythology was used by cultures other than the Greeks to convey societal morals.（D）
26、establish them, in addition to the Greeks, as the societies most notable for their mythology.10 The main point of this text is（A）Aesop s fables provide a valuable glimpse into early Greek thought and beliefs.（B） the most efficient and reliable way to study the values system of an ancient culture is
27、through study of its mythology.（C） without a thorough examination of a societys fables and other mythology, a cultural study on that society would be only partial.（D）through the study of a culture s mythological tradition, one can discern some of the underlying beliefs that shaped those stories.10 “
28、The Heart of the Matter,“ the just-released report by the American Academy of Arts and Sciences(AAAS), deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America. Regrettably, however, the report s failure to addr
29、ess the true nature of the crisis facing liberal education may cause more harm than good.In 2010, leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by “federal, state and local governments, universities, foundations, educator
30、s, individual benefactors and others“ to “maintain national excellence in humanities and social scientific scholarship and education.“ In response, the American Academy formed the Commission on the Humanities and Social Sciences. Among the commissions 51 members are top-tier-university presidents, s
31、cholars, lawyers, judges, and business executives, as well as prominent figures from diplomacy, filmmaking, music and journalism.The goals identified in the report are generally admirable. Because representative government presupposes an informed citizenry, the report supports full literacy; stresse
32、s the study of history and government, particularly American history and American government; and encourages the use of new digital technologies. To encourage innovation and competition, the report calls for increased investment in research, the crafting of coherent curricula that improve students a
33、bility to solve problems and communicate effectively in the 21st century, increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day. The report also advocates greater study of foreign languages, international affairs and the e
34、xpansion of study abroad programs.Unfortunately, despite 1%. years in the making, “The Heart of the Matter“ never gets to the heart of the matter: the illiberal nature of liberal education at our leading colleges and universities. The commission ignores that for several decades Americas colleges and
35、 universities have produced graduates who dont know the content and character of liberal education and are thus deprived of its benefits. Sadly, the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing “progressive,“
36、or left-liberal propaganda.Today, professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideassuch as free markets, self-relianceas falling outside the boundaries of routine,
37、 and sometimes legitimate, intellectual investigation.The AAAS displays great enthusiasm for liberal education. Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.11 According to Paragraph 1, what is the author s attitude
38、toward the AAAS s report?（A）Critical.（B） Appreciative.（C） Contemptuous.（D）Tolerant.12 Influential figures in the Congress required that the AAAS report on how to（A）retain peoples interest in liberal education.（B） define the government s role in education.（C） keep a leading position in liberal educat
39、ion.（D）safeguard individuals rights to education.13 According to Paragraph 3, the report suggests（A）an exclusive study of American history.（B） a greater emphasis on theoretical subjects.（C） the application of emerging technologies.（D）funding for the study of foreign languages.14 The author implies i
40、n Paragraph 5 that professors are（A）supportive of free markets.（B） cautious about intellectual investigation.（C） conservative about public policy.（D）biased against classical liberal ideas.15 Which of the following would be the best title for the text?（A）Ways to Grasp “The Heart of the Matter“（B） Ill
41、iberal Education and “The Heart of the Matter“（C） The AAAS s Contribution to Liberal Education（D）Progressive Policy vs. Liberal Education15 Ive been writing for most of my life. The book Writing Without Teachers introduced me to one distinction and one practice that has helped my writing processes t
42、remendously. The distinction is between the creative mind and the critical mind. While you need to employ both to get to a finished result, they cannot work in parallel no matter how much we might like to think so.Trying to criticize writing on the fly is possibly the single greatest barrier to writ
43、ing that most of us encounter. If you are listening to that 5th grade English teacher correct your grammar while you are trying to capture a fleeting thought, the thought will die. If you capture the fleeting thought and simply share it with the world in raw form, no one is likely to understand. You
44、 must learn to create first and then criticize if you want to make writing the tool for thinking that it is.The practice that can help you past your learned bad habits of trying to edit as you write is what Elbow calls “free writing“. In free writing, the objective is to get words down on paper non-
45、stop, usually for 15-20 minutes. No stopping, no going back, no criticizing. The goal is to get the words flowing. As the words begin to flow, the ideas will come from the shadows and let themselves be captured on your notepad or your screen.Now you have raw materials that you can begin to work with
46、 using the critical mind that youve persuaded to sit on the side and watch quietly. Most likely, you will believe that this will take more time than you actually have and you will end up staring blankly at the pages as the deadline draws near.Instead of staring at a blank start filling it with words
47、 no matter how bad. Halfway through your available time, stop and rework your raw writing into something closer to finished product. Move back and forth until you run out of time and the final result will most likely be far better than your current practices.16 When the author says the creative mind
48、 and the critical mind “cannot work in parallel“ in the writing process, he means（A）one cannot use them at the same time.（B） they cannot be regarded as equally important.（C） they are in constant conflict with each other.（D）no one can be both creative and critical.17 What prevents people from writing
49、 on is（A）putting their ideas in raw form.（B） ignoring grammatical soundness.（C） attempting to edit as they write.（D）trying to capture fleeting thoughts.18 What is the chief objective of the first stage of writing?（A）To organize one s thoughts logically.（B） To get one s ideas down.（C） To choose an appropriate topic.（D）To collect raw materials.19 One common concern of writers about “free writing“ is that（A）it overstresses the role of the creative mind.（B） it does not help them to think clearly.（C） it may bring about too much criticism.（D）it ta
