1、英语专业（基础英语）模拟试卷 13 及答案与解析一、选择题1 As teachers we should concern ourselves with what is said, not what we think_.（A）ought to be said（B） must say（C） have to be said（D）need to say2 The chief reason for the population growth isnt so much a rise in birth rates_a fall in death rates as a result of improvemen
2、ts in medical care.（A）and（B） as（C） but（D）or3 In my opinion, hes_the most imaginative of all the contemporary poets.（A）in all（B） at best（C） for all（D）by far4 She is_a musician than her brother.（A）much of（B） much as（C） more of（D）more as5 _my wifes consistent encouragement I wouldnt have accomplished m
3、y graduate study.（A）But for（B） But with（C） Except for（D）as are6 Most insulation devices of this kind,_manufactured for such purposes, are extremely expensive to install.（A）that are（B） which is（C） those are（D）as are7 Just as there are occupations that require college or even higher degrees,_occupatio
4、ns for which technical training is necessary.（A）so too there are（B） so also there are（C） so there are too（D）so too are there8 This, they say, is proof that the more primitive species was not simply supplanted by an advanced one_into one.（A）but also developed（B） but reformed sharply（C） but merely tur
5、ned（D）but evolved slowly9 In such desperate strains did he find himself that he was reduced to_the violin in the streets.（A）play（B） playing（C） be playing（D）having played10 Those twins are so alike that it is next to impossible to distinguish_.（A）who is who（B） which is which（C） one and the other（D）on
6、e another11 He is determined to prove his innocence,_he has to go to the highest court in the land.（A）even though（B） even as（C） even if（D）even so12 When_, many racists cannot give a logical reason for their attitudes towards other racial groups.（A）questioning（B） having been questioned（C） having ques
7、tioned（D）questioned二、选词填空12 Supply the passage with proper prepositions.(8 points)【K1】_food and shelter, clothing is one of peoples most important needs. Clothing includes all the different garments, accessories, and ornaments worn by people【K2】_the world.Most people, no matter where they live, wear
8、 some kind of clothing. People【K3】 _various regions dress differently【K4 】_many reasons. They may have different materials and methods making clothes, or they may have different habits of dress. Any person may wear certain clothing for a variety of individual reasons. But【 K5】_general, people wear c
9、lothes for three main reason: a. protection, b. communication, and c. decoration. Most clothing serves all three purposes.In many areas of the world, people need clothing for protection【K6】_the weather. Clothing also protects people who work【K7 】_dangerous jobs, take part in rough sports, or engage【
10、K8】_ other hazardous activities.13 【K1】14 【K2】15 【K3】16 【K4】17 【K5】18 【K6】19 【K7】20 【K8】20 Complete the passage by choosing the best word for each gap from the box. Change the word form when you think it is necessary to do so.(30 points)since rather select lazy lose natural always diversity whereas
11、specialize ever afford complex curious contact matter where keep promote accentuateEnglish as a killer languageThroughout the world, people regard English as a language of economic opportunity, though this is not a universal feeling, since some consider English a tool for the destruction of linguist
12、ic and cultural【X1】_. A number of commentators have seen the spread of English not as an unqualified benefit, but rather as an opportunity reserved only for the【X2】_few and a means to construct patterns of inequality both within countries and between the “west“ and the “rest“.The global spread of En
13、glish is【X3】_: on the one hand it appears as an unstoppable process that homogenizes culture wherever it goes: Crystal(1997a)cites the Italian word cocacolonizzare(to co-colonize),while the poet Derrick Desmond【X4】_crudely laments the Californucation(sic) of world culture. On the other hand , howeve
14、r, the spread of English creates divisions in society, and【X5】_with other languages causes the creation of new language varieties.Pattayanyak(1996)has suggested that in India the use of English【X6】_improved educational opportunities for only a very small minority. On the whole it【 X7】_the rift betwe
15、en the urban and rural, the developed and developing and the masses and the elite. He argues that【X8】_English is the almost exclusive language of science and technology, this actually prevents ordinary people form having access to and interacting with it. Because it prevents many languages sharing c
16、ommunication, it【X9 】_alienation, anomie, and blind spots in cultural perception. Ultimately, Pattaynayak argues, English causes other cultures to wither and die, and its use by the elite to secure their position of privilege is just as much of an imposition on the people as colonialism【 X10】_was.It
17、 has also been suggested(and it does seem to be true certainly of most Britons and American)that the spread of global English has led to complacency about the use of English, and has encouraged people to be【X11】_about learning languages. Certainly in my recent experience teaching at university in Gr
18、eat Britain, many of the foreign-language programmers are struggling to recruit students who wish to【X12】_in a foreign language and traditional literature-based German and French programmers in particular seem to be struggling to retain student numbers. On the other hand, as we mentioned in the sect
19、ion on the boom in English teaching, courses that combine European language with, for example, business studies, marketing or IT training,【X13 】_the instrumental function of learning the language is transparent, are indeed attracting students. Thus, this complacency or lack of interest might not be
20、a simple【X14】_of students losing interest in learning languages, but rather of academics【X15】_touch with how and why we teach them.21 【X1】22 【X2】23 【X3】24 【X4】25 【X5】26 【X6】27 【X7】28 【X8】29 【X9】30 【X10】31 【X11】32 【X12】33 【X13】34 【X14】35 【X15】35 Complete the passage by choosing the best sentence for
21、each gap. There are more sentences given than necessary.(10 points)We might marvel at the progress made in every field of study, but the methods of testing a persons knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years; educationists have
22、 still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact people opposite.【T1】_.【T2】_It doesnt matter that you werent feeling very well, or that your mother di
23、ed. Little things like that dont count: the exam goes on. No one can give off his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do.【T3】_.【T4】_What has to be learnt is rigidly laid down by a syllabus, so the student is e
24、ncouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often ju
25、dged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always be best educated; they are the best trained in the technique of working under duress.The result on whic
26、h so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human .They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure a
27、s the candidates. And their word carries weight. After a judges decision you have the right of appeal, but not after an examiners.【T5】_It is cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what is boils down to in the last analysis. T
28、he best comment on the system is this illiterate message recently scrawled on a wall “I were a teenage drop-out and now I are a teenage millionaire.“A. Every class at school requires homework, quizzes, texts, and finally, a final exam. We take exams to prove ourselvesto prove we have advanced our ed
29、ucation.B. There must surely be many simpler and more effective ways of assessing a persons true abilities.C. Stress has hit an eleven on the one-to-ten scale during examinations. Stress is not healthy, and it makes everyone angry. The last thing I remember when I go back to school is exams. Is the
30、school trying aversion therapy on its student?D. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of drop-outs: young people who are written off as utter failures before they
31、have even embarked on a career? Can we be surprised at the suicide rate among students?E. As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day.F. They m
32、ay be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a persons true ability and aptitude.G. A good education should, among other things, train you to think for yourself. The examination system does anything but that.36 【T1】
33、37 【T2】38 【T3】39 【T4】40 【T5】三、阅读理解40 Read the passage and then mark your answers.(6 points)During adolescence, the development of political ideology becomes apparent in the individual; ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a
34、more encompassing, though perhaps tacit, set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to ma
35、nage abstractness to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.The childs rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge, I mean more th
36、an the dreary “facts“, such as the composition of Country government that the child is exposed to in the conventional ninthgrade civics course. Nor do I mean only information on current political realities. These are facets of knowledge, but they are less critical than the adolescents absorption, of
37、ten unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understandingfor example, what the state can “appropriately“ demand of its citizens, and vice versa, or the “proper“ relationship of government to subsidiary social instituti
38、ons, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naivete that characterizes the younger adolescents grasp of politics stems not from an ignorance of “facts“ but from an incomplete comp
39、rehension of the common conventions of the system, of what is and is not customarily done, and of how and why it is or is not done.Yet I do not want to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchan
40、ted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series wit
41、hout grasping the principle of ordination, young adolescents may have in their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information.Like magpies, childrens minds pick up bits and pieces of data. If you e
42、ncourage them, they will drop these at your feetRepublicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random
43、, disordered.41 The passage suggests that, during early adolescence, a child would find which of the following most difficult to understand?（A）A book chronicling the ways in which the presidential inauguration ceremony has changed over the years.（B） An essay in which an incident in British history i
44、s used to explain the system of monarchic succession.（C） A summary of the respective responsibilities of the legislative, executive and judicial branches of government.（D）A debate in which the participate argue, respectively, that the federal government should or should not support private schools.4
45、2 It can be inferred from the passage that the author would be most likely to agree with which of the following statements about schools?（A）They should present political information according to carefully planned, schematic arrangements.（B） They themselves constitute part of a general sociopolitical
46、 system that adolescents are learning to understand.（C） If they were to introduce political subject matter in the primary grades, students would understand current political realities at an earlier age.（D）They are ineffectual to the degree that they disregard adolescent political naivete.43 Accordin
47、g to the author, which of the following contributes to the development of political ideology during adolescence?（A）conscious recognition by the adolescent of his or her own naivete.（B） Thorough comprehension of the concept of ordination.（C） Evaluation by the adolescent of the general principles enco
48、mpassing his or her specific political ideas.（D）Intuitive understanding of relationships among various components of society.44 What is the authors primary purpose in the passage?45 What does the term “common ground of understanding“ refer to in the passage?46 Please summarize the authors evaluation
49、 of the accumulation of political knowledge by adolescents.四、汉译英47 对于大自然的爱好，我是多方面的，我爱山，但更爱海。自从来到厦门，我几乎天天都要到海滨去散步，踏在那细软的沙子上，有一种说不出来的舒适。当海风卷起雪浪来袭击海岸时，在美丽的浪花里，会拾到许多小巧玲珑的贝壳，和五色斑斓的小石子；还有那些碧绿的海草，长得像秀发，又美又可爱。我更爱躺在洁净轻柔的细沙上，静听着海潮的倾诉；当微风轻轻地从我的身边掠过，那种又清凉又轻松的感觉，真是舒适极了，甜美极了!谁能否认海的伟大呢? 我爱海，并不仅仅因为她的颜色美丽，和藏在海底那许多有趣的玩艺儿，而是爱她的胸襟广阔，换污秽为清洁。她容纳无数的细流，尽管它们的颜色有黑的也有黄的，一旦流到了海的怀抱，便立刻变成碧绿的
