【考研类试卷】考研英语-549 (1)及答案解析.doc

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1、考研英语-549 (1)及答案解析(总分：100.00，做题时间：90 分钟)一、Section Use of Eng(总题数：1，分数：10.00)Currently, the American armed forces are the largest professional military on the planet. Other (1) have professional soldiers, (2) not as many as the United States. For thousands of years, it was (3) that professional soldie

2、rs were superior to (4) timers. But (5) most of history, few nations could (6) an army of professionals, at least not on a permanent basis. It washt (7) the late 20th century that countries began to (8) large, permanent, all-volunteer armed forces that were carefully (9) and trained for combat. Brit

3、ain was the first, when it phased out conscription in 1962. In 1975, the United States followed (10) . For over a century, conscription has been seen (11) the way to remain (12) strong without breaking the bank. But the conscripts did not stay in uniform long enough to get really good at fighting. B

4、ritain and American were the first two nations to realize that conscription was so (13) that the voters would pay extra to 14 a professional force. Within a decade, an army of professionals begins to pay (15) . The professionals are not only more (16) on the battlefield, but are also, if carefully (

5、17) (for education and aptitude) more likely to constantly develop better ways to (18) This produces a tremendous battlefield (19) It doesnt make you (20) , but it does make you very difficult to defeat.（分数：10.00）(1).A. races B. areas C. nations D. disciplines（分数：0.50）A.B.C.D.(2).A. and B. but C. or

6、 D. notwithstanding（分数：0.50）A.B.C.D.(3).A. recognizedB. revised C. suspended D. suspected（分数：0.50）A.B.C.D.(4).A. unintelligible B. passive C. part D. universal（分数：0.50）A.B.C.D.(5).A. in B. throughout C. for D. unlike（分数：0.50）A.B.C.D.(6).A. afford B. purchase C. streamline D. scrutinize（分数：0.50）A.B.C

7、.D.(7).A. during B. before C. in D. until（分数：0.50）A.B.C.D.(8).A. establish B. integrate C. intervene D. facilitate（分数：0.50）A.B.C.D.(9).A. evoked B. carve C. evacuatedD. recruited（分数：0.50）A.B.C.D.(10).A. outlet B. suit C. therapy D. origin（分数：0.50）A.B.C.D.(11).A. in B. by C. as D. on（分数：0.50）A.B.C.D.

8、(12).A. militarily B. theoretically C. physically D. mentally（分数：0.50）A.B.C.D.(13).A. strenuousB. invalid C. prudent D. unpopular（分数：0.50）A.B.C.D.(14).A. propel B. mute C. maintain D. oppose（分数：0.50）A.B.C.D.(15).A. for B. up C. out D. off（分数：0.50）A.B.C.D.(16).A. fragile B. lethal C. punctual D. vuln

9、erable（分数：0.50）A.B.C.D.(17).A. notified B. provoked C. selected D. manifested（分数：0.50）A.B.C.D.(18).A. liberate B. impart C. hinder D. fight（分数：0.50）A.B.C.D.(19).A. advantageB. harmony C. hazard D. savage（分数：0.50）A.B.C.D.(20).A. invariableB. invincible C. robust D. rigorous（分数：0.50）A.B.C.D.二、Section

10、Reading Co(总题数：0，分数：0.00)三、Part A(总题数：0，分数：0.00)四、Text 1(总题数：1，分数：10.00)Sharks have gained an unfair reputation for being fierce predators of large sea animals. Humanitys unfounded fear and hatred of these ancient creatures is leading to a worldwide slaughter that may result in the extinction of man

11、y larger, coastal shark species. The shark is the victim of a warped attitude of wildlife protection: we strive only to protect the beautiful, nonthreatening parts of our environment. And, in our efforts to restore only nonthreatening parts of our earth, we ignore other important parts.A perfect ill

12、ustration of this attitude is the contrasting attitude towards another large sea animal, the dolphin. During the 1980s, environmentalists in the U. S. A. protested the use of driftnets for tuna fishing in the Pacific Ocean since these nets also caught dolphins. The environmentalists generated enough

13、 political and economic pressure to prevent tuna companies from buying tuna that had been caught in driftnets. In contrast to this effort, the populations of sharks in the Pacific Ocean have decreased to the point of extinction and there has been very little effort by the same environmentalists to s

14、ave this important species, of marine wildlife. Sharks are among the oldest creatures on earth, having survived in the seas for more than 350 million years. They are extremely efficient animals, feeding on wounded or dying animals, thus performing an important role in nature of weeding out the weake

15、r animals in a species. Just the fact that species such as the Great White Shark have managed to live in the oceans for so many millions of years is enough proof of their efficiency and adaptability to changing environments. It is time for humans, who may not survive another 1000 years at the rate t

16、hey are damaging the planet, to east away their fears and begin considering the protection of sharks as creatures that may provide us insight into our own survival.（分数：10.00）(1).The main focus of this passage is _.A. why sharks have such a bad reputationB. how sharks become some of the oldest creatu

17、res on earthC. how sharks illustrate a problem in wildlife protectionD. why the campaign to save dolphins was not extended to save sharks（分数：2.00）A.B.C.D.(2).About how long have sharks lived on the planet?A. 25 million years. B. 150 million years.C. 350 million years. D. 500 million years.（分数：2.00）A

18、.B.C.D.(3).Which of the following best describes the organization of this passage?A. Specific to general. B. Cause and effect.C. Statement and example. D. Chronological order.（分数：2.00）A.B.C.D.(4).How did environmentalists manage to protect dolphins?A. They prevented fishermen from selling them for m

19、eat.B. They pressured fishermen into protecting dolphins by law.C. They brought political pressure against tuna companies.D. They created sanctuaries where dolphin fishing was not allowed.（分数：2.00）A.B.C.D.(5).What is the authors attitude in this passage?A. Explanatory. B. Persuasive.C. Humorous. D.

20、Narrative.（分数：2.00）A.B.C.D.五、Text 2(总题数：1，分数：10.00)This book is written expressly for students in an attempt to present the material that is most useful and interesting to them. Previous courses in chemistry are not necessary for the understanding of the material, although those students who have ha

21、d high school chemistry will find that a review of the inorganic section will better enable them to master the organic and biochemistry sections that follow. The author has felt that in the past there was an improper selection of material from inorganic, organic, and biochemistry in the majority of

22、the textbooks of chemistry for nurse. The tendency has been to develop the inorganic chemistry to such an extent that organic and biochemistry is covered too briefly. The recent advances in biochemistry and their widespread application to the practice of medicine and nursing have considerably altere

23、d the situation. Not only is biochemistry more closely allied to the practical chemistry of medicine and nursing but also it is of more interest to the student. In the authors experience the response to biochemistry has always been more favorable than to the other sections. Within the brief period a

24、llotted to chemistry, therefore, the sections on inorganic, organic, and biochemistry should be so arranged that a good share of the time is spent in the study of biochemistry. This book presents mainly those fundamentals of inorganic and organic chemistry that are necessary for the understanding of

25、 the section on biochemistry. The fundamental points suggested in the Curriculum Guide are included in the book, with some additions in the biochemistry section. The author feels that a study of urine, vitamins, nutrition, and hormones is so obviously a part of biochemistry that at least the fundame

26、ntals should be included in this course. The book has been planned in such a way that it may be adapted to various courses in chemistry. The material suggested by the Curriculum Guide is covered in the first nineteen chapters and may be used in accelerated courses or where minimum time is allotted t

27、o chemistry. When the time allotted to the course is sixty to ninety hours, the entire contents of the book may be used to advantage. While the book has been written especially to fit the needs of Schools of Nursing, it could readily be applied in instances where students are required to take but on

28、e course in chemistry. The apathetic attitude of nonprofessional students toward a course in inorganic chemistry may well be overcome by the proper presentation of material selected from inorganic, organic, and biochemistry. （分数：10.00）(1).Which of the following is TRUE about reading the book? A. One

29、 must first review his high school courses. B. Previous courses in chemistry are necessary. C. A good mastery of biochemistry is essential. D. One neednt have studied chemistry before.（分数：2.00）A.B.C.D.(2).In the authors experience, the students are most interested in_. A. chemistry as a whole B. bio

30、chemistry C. inorganic chemistry D. organic chemistry（分数：2.00）A.B.C.D.(3).Para. 4 suggests that one characteristic of this book is its_. A. vividness of the language B. simplicity in presentation C. adaptability to various needs D. complexity of the plot（分数：2.00）A.B.C.D.(4).The authors attitude towa

31、rds this book is_. A. doubtful B. critical C. apathetic D. approving（分数：2.00）A.B.C.D.(5).The purpose of this book is_. A. to provide students with helpful and interesting material B. to preface the Curriculum Guide with a brief account of biochemistry C. to present inorganic and organic chemistry in

32、 details D. to raise nonprofessional students interests in chemistry（分数：2.00）A.B.C.D.六、Text 3(总题数：1，分数：10.00)Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe

33、 from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was net to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This conc

34、ern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Schola

35、stics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or

36、 to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning,

37、 faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the serv

38、ant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish Arab philos

39、opher and physician Averroes. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth acc

40、essible only to philosophy. Averroes maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of t

41、hese faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian

42、and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.（分数：10.00）(1).With the Scholastics, the search for new knowledgeA. stopped completely, B. sped down.C. advanced rapidly. D. awaked gradually.（分数：2.00）A.B.C.D.(2).Which of the following best illustrate the relation

43、between reason and revelation?A. They are simply identical. B. Revelation guides reason.C. They are occasionally contradictory. D. Reason is used to perfect revelation.（分数：2.00）A.B.C.D.(3).It can be inferred from Paragraph 2 of the text thatA. the position of philosophy as a humble servant was accep

44、ted.B. religion had turn into a hamper to the functioning of philosophy.C. philosophers often quoted revelation to support themselves.D. philosophers were sometimes referred to in religious practice.（分数：2.00）A.B.C.D.(4).Averroes held thatA. Islamic theology was often subordinate to philosophy.B. rel

45、igious truth was nothing but imaginative fantasy.C. real truth was inaccessible to many common people.D. imperfect expressions were result of flawed religion.（分数：2.00）A.B.C.D.(5).Which of the following is most likely to be discussed in the part succeeding this text?A. Relations of St. T. Aquinass ac

46、hievements to previous efforts.B. How St. T. Aquinas worked out in the balance in discussion.C. Other endeavors on the relationship of reason and revelation.D. Outstanding features of the mature period of Scholasticism.（分数：2.00）A.B.C.D.七、Text 4(总题数：1，分数：10.00)The great recession may be over, but thi

47、s era of high joblessness is probably beginning. Before it ends, it will likely change the life course and character of a generation of young adults. And ultimately, it is likely to reshape our politics, our culture, and the character of our society for years.No one tries harder than the jobless to

48、find silver linings in this national economic disaster. Many said that unemployment, while extremely painful, had improved them in some ways; they had become less materialistic and more financially prudent; they were more aware of the struggles of others. In limited respects, perhaps the recession w

49、ill leave society better off. At the very least, it has awoken us from our national fever dream of easy riches and bigger houses, and put a necessary end to an era of reckless personal spending.But for the most part, these benefits seem thin, uncertain, and far off. In The Moral Consequences of Economic Growth, the economic historian Benjamin Friedman argues that both inside and outside the U.S., lengthy periods of economic stagnation or decline have almost always left society more mean-spirited and less inclusive, and have usually stopped or reversed th