1、考博英语模拟试卷 76及答案与解析 一、 Cloze 0 Although acupuncture has been practiced in China for 2,000 years, its use in the Western world is still very new. Several hospitals in the United States are【 31】experimenting with acupuncture as a way of treating pain. An American journalist【 32】stood beside a patient du
2、ring an operation in Shanghai recently【 33】 the process and its effects. To keep the patient from【 34】 pain during the operation, four needles were used, each about an inch and a half【 35】 Two needles were inserted under the skin on each side of the【 36】 neck. The tops of the needles【 37】 attached t
3、o wires which led【 38】a small electrical device. Throughout the【 39】 the patient talked calmly to those standing aroun him,【 40】that the felt perfectly normal. At one point he stretched out his hands and moved his【 41】 toes to show that only his chest and neck were affected. How does acupuncture wor
4、k? How is it able to【 42】 a patient from feeling pain? No very satisfactory answer has been given, but there are【 43】 least three theories.【 44】doctors believe that acupuncture somehow produces an effect【 45】 the central nervous system. Others believe that acupuncture【 46】 a chemical change in the b
5、odys fluids. Still another theory is that the needles make contact【 47】 an unknown system of energy in the body【 48】 travels along certain routes under the skin. The true explanation may be one of【 49】 or a combination of more than one. It may be【 50】 entirely different. （ A） already （ B） now （ C） o
6、nce （ D） too （ A） who （ B） whom （ C） whose （ D） whoever （ A） prescribe （ B） display （ C） demonstrate （ D） describe （ A） killing （ B） stopping （ C） feeling （ D） treating （ A） long （ B） wide （ C） high （ D） thick （ A） doctors （ B） journalists （ C） patients （ D） researchers （ A） are （ B） were （ C） being
7、 （ D） would （ A） with （ B） on （ C） in （ D） to （ A） experiment （ B） research （ C） operation （ D） survey （ A） insisting （ B） persevering （ C） persisting （ D） requiring （ A） opaque （ B） bare （ C） plain （ D） bald （ A） keep （ B） make （ C） take （ D） hold （ A） for （ B） in （ C） of, （ D） at （ A） No （ B） Some
8、 （ C） Few （ D） Another （ A） with （ B） for （ C） in （ D） upon （ A） produces （ B） manufactures （ C） offers （ D） exhibits （ A） on （ B） at （ C） with （ D） to （ A） where （ B） which （ C） when （ D） who （ A） this （ B） that （ C） it （ D） these （ A） something （ B） everything （ C） anything （ D） nothing 二、 Reading
9、 Comprehension 20 Even if almost nothing is known about the neuroanatomy of symboling, a great deal is known about the evolution of mind (or “minding,“ if mind is considered as a process rather than a thing), in which one finds symboling as the characteristic of a particular stage of development. Th
10、e evolution of minding can be traced in the following sequence of stages. First is the simple reflexive stage, in which behaviour is determined by the intrinsic properties of both the organism and the thing reacted tofor example, the contraction of the pupil of the eye under increased stimulation by
11、 light. Second is the conditioned reflex stage, in which the response is elicited not by properties intrinsic in the stimulus but by meanings that the stimulus has acquired for the responding organism through experiencefor example, Pavlows dogs salivary glands responding to the sound of a bell. Thir
12、d is the instrumental stage, as exemplified by a chimpanzee knocking down a banana with a stick. Here the response is determined by the intrinsic properties of the things involved (banana stick, chimpanzees neurosensory-muscular system), but a new element has been introduced into behaviour, namely,
13、the exercise of control by the reacting organism over things in the external world. And, finally, there is the symbol stage. In which the configuration of behaviour involves nonintrinsic meanings. The first two stages exhibit a characteristic of the evolution of all living things: a movement in the
14、direction of making life more secure and enduring. In the first stage the organism distinguishes between the beneficial, the injurious, and the neutral, but it must come into direct contact with the object or event in question to do so. In the second stage the organism may react at a distance, as it
15、 werethat is, through an intermediate stimulus. The conditioned reflex brings signs into the life process; one thing or event may serve as an indication of something elsefood, danger, and so forth. And, since anything can serve as a sign of anything else(a green triangle can mean food, sex, or an el
16、ectric shock to the laboratory rat), the reactions of the organism are emancipated from the limitations that stage one imposes upon living things, namely, the intrinsic properties of things. The possibility of obtaining life-sustaining things and of avoiding life-destroying things is thus much enhan
17、ced, and the security and continuity of life are correspondingly increased. 21 Which of the following is TRUE of the first stage of the evolution of mind? （ A） The living things are unable to distinguish the beneficial, the injurious, and the neutral. （ B） It is not necessary for a living thing to c
18、ome into contact with another thing. （ C） The intrinsic properties of things are the limitations imposed upon the organisms. （ D） The first stage is characterized by the contraction of the pupil under increased stimulation by light. 22 In the second stage of the evolution of mind,_. （ A） the respons
19、e of the organism is determined by the intrinsic properties of the things in question （ B） the reactions of the organism are free from the intrinsic properties of things （ C） the organism distinguishes between things involved at a distance （ D） the organism can merely react to an intermediate stimul
20、us 23 Which of the following statements is TRUE according to this passage? （ A） The achievements of stage four are based on the ones of the previous three stages. （ B） Symboling is the characteristic of each of the four stages of development. （ C） The two aspects of the evolution of minding are symb
21、oling and articulate speech. （ D） The factor of referring meanings of things involved is significant in all the four stages of development. 24 According to the passage, it is inferred that the evolution of living things may be characterized by _. （ A） its being a cumulative process （ B） its control
22、over the external world （ C） the lasting limitations imposed upon them （ D） its contribution the the safe survivability of life 25 In the third stage of the evolution of the mind, _. （ A） the reacting organism is still unable to exercise the control over the objects in the external world （ B） the no
23、nintrinsic meanings is sometimes involved for the organism to use the instrument （ C） the intrinsic properties of the instrument is not involved in the reaction of the organism （ D） the ability of the organism to use the instrument shows that something that cant be found in the previous two stages h
24、ave been introduced 25 In the human species individuals are equipped with fewer instincts than is the case in many nonhuman species. And, as already noted, they are born cultureless. Therefore, an infant Homo sapiens must learn a very great deal and acquire a vast number of conditioned reflexes and
25、habit patterns in order to live effectively, not only in society but in a particular kind of sociocultural system, be it Tibetan, Eskimo, or French. This process, taken as a whole, is called socialization (occasionally, enculturation)the making of a social being out of one that was at birth wholly i
26、ndividualistic and egoistic. Education in its broadest sense may properly be regarded as the process by which the culture of a sociocultural system is impressed or imposed upon the plastic, receptive infant. It is this process that makes continuity of culture possible. Education, formal and informal
27、, is the specific means of socialization. By informal education is meant the way a child learns to adapt his behaviour to that of others, to be like others, to become a member of a group. By formal education is meant the intentional and more or less systematic effort to affect the behaviour of other
28、s by transmitting elements of culture to them, be it knowledge or belief, patterns of behaviour, or ideals and values. These attempts may be overt or covert. The teacher may make his purpose apparent, even emphatic, to the learner. But much education is effected in an unobtrusive way, without teache
29、r or learner being aware that culture is being transmitted. Thus, in myths and tales, certain characters are presented as heroes or villains, certain traits are extolled, others are deplored or denounced. The impressionable child acquires ideals and values, an image of the good or the bad. The growi
30、ng child is immersed in the fountain of informal education constantly, the formal education tends to be periodic. Many sociocultural systems distinguish rather sharply a series of stages in the education and development of full-fledged men and women. First there is infancy, during which perhaps the
31、most profound and enduring influences of a persons life are brought to bear. Weaning ushers in a new stage, that of childhood, during which boys and girls become distinguished from each other. Puberty rites transform children into men and women. These rites vary enormously in emphasis and content. S
32、ometimes they include whipping, isolation, scarification, or circumcision. Very often the ritual is accompanied by explicit instruction in the mythology and lore of the tribe and in ethical codes. Such rituals as confirmation and Bar Mitzvahin modern Western culture belong to the category of puberty
33、 rites. With marriage come instruction and admonition, appropriate to the occasion, from eider relatives and, in more advanced cultures, from priests. In some sociocuhural systems men may become members of associations or sodalities: mens clubs, warrior societies, secret societies of magic or medici
34、ne. In some cases it is said that in passing through initiation rites a person is “born again.“ Women also may belong to sodalities, and in some instances they may become members of secret, magical societies along with men. 26 Which of the following statements can be inferred from Paragraph 1? （ A）
35、The human species is inferior to many nonhuman species in some significant aspects. （ B） Human beings are social animals. （ C） Without socialization, an individual cannot expect to live effectively in a particular kind of sociocuhural system. （ D） Human beings are born cultureless because they have
36、fewer instincts than many nonhuman species. 27 In the authors opinion,_. （ A） the continuity of culture is made possible mainly by formal education （ B） an infant is immersed in a particular sociocultural system ever since it is born （ C） both formal and informal education can help a child learn how
37、 to live effectively in a given Society （ D） it is formal education that plays a major role in helping a child acquire ideals and values 28 Which of the following statements about puberty rites is NOT true according to this passage? （ A） The emphasis and content of puberty rites vary considerably. （
38、 B） Puberty rites inevitably impose the most profound and enduring influences on an individuals life. （ C） Puberty rites may include circumcision and Bar Mitzvah. （ D） Puberty rites may include the instruction in ethical codes. 29 The passage is mainly about_. （ A） formal and informal education （ B）
39、 education and culture （ C） human socialization （ D） the definition of education 30 Which of the following statements about the role myths and mythologies play in socialization is TRUE? （ A） They sometimes are involved in the puberty rituals to distinguish the men and women. （ B） Individuals can obt
40、ain knowledge and belief from them without their being aware of it. （ C） They will play a most essential role when individuals enter marriage. （ D） They are the most profound and enduring influence in individuals life as they help children to distinguish the good the bad. 30 The psychologist Edwin G
41、. Boring preferred “current of belief“ as the English expression for the German word Zeitgeist, used by Goethe in 1827 to describe what comes together in the minds of many “neither by agreement nor by self-determined under the multiplicity of climates of opinion.“ That current runs above the multipl
42、e conversations conducted about how to interpret the past, how to assess the present, and how to predict and prepare for the future. For more than a century, social science has participated in all of these conversations, informing the climates of opinion that shape society, culture, and polities. Wr
43、iting on the relationship between public opinion and representative government, the historian Lewis Namier asked, “Where is it to be found? And how is it to be ascertained? How many people hold clear articulate views even about the most important national concerns? And if their views are original an
44、d well-grounded, what chance is there of their being representative?“ Social-scientific method has improved our numerical understanding of “public opinion,“ but it is the unique responsibility of social scientists to inform that opinion whether it is representative or not. Namier understood that pub
45、lic opinion, the currents of belief, the Zeitgeist were capable of humbling the powerful. “There is such a thing as a logic of ideas, and ideas, when looked at from a distance, seem to have an independent life and existence of their own; their (logic) is the outcome of the slow, hardly conscious thi
46、nking of the masses, very primitive, simplified in the process of accumulation, and in its mass advance deprived of all individual features, like the pebbles in a riverbed. And there is such a thing as a mental atmosphere, which at times becomes so all-pervading that hardly anyone can withdraw himse
47、lf from its influence.“ For example, political assumptions about the role of government, however different they may be, have a familiar ideological stability about them, even as numerous struggles persist over governments function in maintaining public order and in rectifying injustice. Political Li
48、beralism, expressed as a defense of the welfare state, gave welfare policy a popularly good name for more than a half century. Social security, medicare, and mortgage deductions have all contributed to maintaining a middle class according to liberal principles of social welfare. Libertarian sentimen
49、talists may balk at(回避，畏缩不前 )the negative externalities created by such long-term, good intentions as keeping the elderly out of poverty, if not out of nursing homes, but it seems unlikely in the short term, at least, that any substantial social, religious, or political movement of self-respect will emerge among the classes presently benefiting the most from the largesse(赏赐物 )they are responsible for creating. Social-scientific understanding is distinct from political conviction, but the two have a long relationship that seems likely to con
