【考研类试卷】考研英语-试卷238及答案解析.doc

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1、考研英语-试卷 238 及答案解析(总分：142.00，做题时间：90 分钟)一、Use of English(总题数：2，分数：80.00)1.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.（分数：40.00）_With the Met Office predicting a summer heatwave, Macmillan Cancer Relief this week (

2、1)_ its customary warning about the sun“s ultraviolet rays: (2)_, it says, for the huge rise in skin cancers affecting 70,000 people a year. (3)_ a hat and long-sleeved shirt, it advises, keep in the (4)_ in the middle of the day, and slap (5)_ suncream with a protection factor of 15 or above. We al

3、l know it (6)_; it“s the message that“s been drummed into us for the past 20 years. Too much sun (7)_. But now there“s a fly in the suntan lotion, complicating the message“s clarity. It comes (8)_ a thin, quietly-spoken and officially retired NASA scientist, Professor William Grant, who says that su

4、n doesn“t kill; in act, it does us the world of (9)_. What“s killing us, he says, is our (10)_ with protecting ourselves from skin cancer. Grant is trying to turn the scientific world (11)_ down. Talking to me on a trip to Britain this week, he (12)_ his startlingand at first appearance off-the-wall

5、 new calculation that (13)_ excessive exposure to the sun is costing 1,600 deaths a year in the UK from melanoma skin cancers, (14)_ exposure to the sun is the cause of 25,000 deaths a year from cancer generally. In other words, one sixth of all cancer deaths could be prevented (15)_ we sunned ourse

6、lves a little more; in comparison, the melanoma (16)_ is insignificant. The reason is vitamin D. Grant, the director of the Sunlight, Nutrition and Health Research Centre (SUNARC) he (17)_ in California a year ago, says that he and other scientists have (18)_ vitamin D deficiency as a key cause (19)

7、_ 17 different types of cancer including melanoma, osteoporosis, diabetes, multiple sclerosis and other neurological (20)_.（分数：40.00）A.issuedB.claimedC.declaredD.announcedA.quailifledB.relatingC.responsibleD.resultingA.Put onB.Take toC.Turn toD.Put offA.darknessB.rayC.shadeD.sunlightA.withB.onC.inD.

8、ontoA.stands waterB.reasonableC.soundD.makes senseA.devastatesB.killsC.hurtsD.injuresA.on the basis ofB.in the light ofC.by means ofD.in the form ofA.goodB.goodnessC.benefitsD.profitsA.obesityB.obsessionC.obscurityD.obscenityA.downsideB.insideC.upsideD.outsideA.underminedB.uncoveredC.disclosedD.reve

9、aledA.becauseB.asC.whileD.whenA.efficientB.proficientC.ampleD.insufficientA.ifB.unlessC.lestD.sinceA.haphazardB.riskC.hazardD.dangerA.inventedB.foundedC.renovatedD.producedA.establishedB.convincedC.convictedD.witnessedA.forB.fromC.byD.behindA.sicknessB.symptomsC.disordersD.syndrome二、Reading Comprehe

10、nsio(总题数：10，分数：58.00)2.Section II Reading Comprehension_3.Part ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D._Blues is a genre of Afro-American folk and popular song. It is generally 12 bars long, falling into three phrases of four bars eac

11、h (one phrase for each line of text). The most typical chord pattern for these phrases is based on the first, fourth, and fifth notes of the scale: phrase 1-III; phrase 2-IV II; phrase 3-VV (or V) II. Each phrase of sung text is normally followed by instrumental improvisation, creating a call-and-re

12、sponse pattern. Blues music uses a scale in which the third, fifth, and seventh notes are freely “bent“ or microtonally flattened in comparison with the standard major scale. Blues tends to deal with the hardships of life and the sadness of love. Blues singing, rooted in various forms of black Ameri

13、can slave song, was widespread in the southern U.S. by the late 19th century. “Archaic“ and “country“ blues differed widely in their lyric and musical form; singers typically accompanied themselves on guitar or harmonica. Later singers in this style include Blind Lemon Jefferson and Leadbelly. In 19

14、12, with the publication of “Memphis Blues“ by W.C. Handy, blues entered the range of popular song. Classic “city“ blues evolved in the 1920s and 1930s in the singing of Ma Rainey, Bessie Smith, the others. Lyric and musical forms became largely standardized, and singers often worked with jazz band

15、or piano. Adapted to solo piano, blues gave rise to boogie-woogie piano playing. Blues and jazz overlapped, sometimes almost indistinguishably, and blues was considered a nurturing form for early jazz, but blues also developed independently. In the 1940s singers such as T-Bone Walker and Louis Jorda

16、n performed with big bands or with ensembles based on electric guitar, acoustic string bass, drums, and saxophones; the electric organ also came into use about this time. After 1950 B.B. King, Ray Charles, and others used improved electric guitars and louder, electric basses; brass instruments often

17、 replaced saxophones.（分数：10.00）(1).In the fourth sentence in paragraph one, the “call-and-response pattern“ refers to the pattern in which_（分数：2.00）A.a person calls and another person respondsB.one phrase of the sung text responds to anotherC.one note responds to anotherD.one musical instrument resp

18、onds to another(2).Which of the following is the usual theme of blues?_（分数：2.00）A.LoveB.HistoryC.PainD.Peace(3).It can be inferred that blues really became a musical pattern of its own right_（分数：2.00）A.in the 1920s and 1930s when it evolved into classic “city“ bluesB.in 1912 when it entered the rang

19、e of popular songC.in 1940s when some modem musical instruments were usedD.in the 19th century when black American songs were widespread(4).By saying that “blues and jazz overlapped“ (the first sentence of the last paragraph), the author means_（分数：2.00）A.blues developed in the same pattern as jazz d

20、id“B.the two music forms shared some featuresC.people can never tell one from the otherD.jazz is the source from which blues evolved(5).It seems that_ is the musical instrument used throughout the history of blues.（分数：2.00）A.saxophonesB.brassesC.guitarsD.drumsIn recent years American society has bec

21、ome increasingly dependent on its universities to find solutions to its major problems. It is the universities that have been charged with the principal responsibility for developing the expertise to place men on the moon; for dealing with our urban problems, and with our deteriorating environment;

22、for developing the means to feed the world“s rapidly increasing population. The effort involved in meeting these demands presents its own problems. In addition, this concentration on the creation of new knowledge significantly impinges on the universities“ efforts to perform their other principal fu

23、nctions, the transmission and interpretation of knowledgethe imparting of the heritage of the past and the preparing of the next generation to carry it forward. With regard to this, perhaps their most traditionally sanctioned task, colleges and universities today find themselves in a serious bind ge

24、nerally. On the one hand, there is the American commitment, entered into especially since World War II, to provide higher education for all young people who can profit from it. The result of the commitment has been a dramatic rise in enrollments in our universities, coupled with a radical shift from

25、 the private to the public sector of higher education. On the other hand, there are serious and continuing limitations on the resources available for higher education. While higher education has become a great “growth industry“, it is also simultaneously a tremendous drain on the resources of the na

26、tion. With the vast increase in enrollment and the shift in priorities away from education in state and federal budgets, there is in most of our public institutions a significant decrease in per capita outlay for their students. One crucial aspect of this drain on resources lies in the persistent sh

27、ortage of trained faculty, which has led, in turn, to a declining standard of competence in instruction. Intensifying these difficulties is, as indicated above, the concern with research, with its competing claims on resources and the attention of the faculty. In addition, there is a strong tendency

28、 for the institutions“ organization and functioning to conform to the demands of research rather thorn those of teaching.（分数：10.00）(1).According to the author, _ is the most important function of institutions of higher education.（分数：2.00）A.creating new knowledgeB.providing solutions to social proble

29、msC.making experts on sophisticated industries out of their studentsD.preparing their students to transmit inherited knowledge(2).According to the passage, one cause for the difficulties of American higher education is that_（分数：2.00）A.the government has stopped giving public institutions as much fin

30、ancial support as it used toB.America has always been encouraging young people to go to collegeC.many public institutions have replaced private onesD.the government only finances such researches as that or placing man on the moon(3).The phrase “impinge on“ in Paragraph 1 most probably means_（分数：2.00

31、）A.promoteB.rely onC.have an impact onD.block(4).A serious outcome brought out by the shortage of resources is that_（分数：2.00）A.many public institutions have to cut down enrollments of studentsB.teachers are not qualified enough for satisfactory performance in classesC.some institutions have to reduc

32、e the expenses on researchD.there is keen competition for resources and attention of faculty between public and private(5).Which of the following statements is not true?_（分数：2.00）A.American society has failed to provide these institutions with adequate resources to meet their needsB.Though in diffic

33、ulty, these institutions are determined to fulfill both research and teaching functionsC.American society has relied too much on their institutions of higher education to allow them for easy adjustment to all their functionsD.More resources and efforts of faculty are needed for research work than te

34、aching workWhy aren“t the University Colleges and Institutes just called “University“? The simpler answer is that, with a few exceptions, the University Colleges and Institutes do not usually award all their own degrees. At least some of the degrees, especially at postgraduate level, are likely to b

35、e awarded by a large university with which the college or institute is associated. University Colleges and Institutes tend to be much smaller than typical British universities.But it is not only a matter of size, but their origins that make them somewhat different from British Universities, old or n

36、ew. Typically, the present University Colleges and Institutes have developed and grown from Teachers“ Colleges. Until about 20 years ago in most cases, they would have been exclusively concerned with the professional training of teachers. Then they started to offer other courses and degrees, broadly

37、 comparable to any university, the only difference being that these institutions do not normally provide degrees in such subjects as Law, Engineering, and Medicine. The particular strengths of the University Colleges and Institutes lie in their somewhat particular origins. In terms of the courses an

38、d subjects offered, there is likely to be an emphasis on those subjects that are closely associated with the School curriculumArts or Humanities subjects. Teacher education itself, of course, almost certainly remains as a strong component of the whole array of courses taught by a University College

39、or Institute. Professional training for the classroom is something that these institutions have specialized in since their foundation, and no University is likely to do it better. Also associated with the smaller institutions“ origins is their strong continuing pastoral(田园式的) tradition and care for

40、the individual student. Perhaps, there is virtue and merit in what is small: sheer size, especially if it means a loss of what is most human and personal, is not something to be sought of its own sake. The relatively small University Colleges and Institutes have all the facilities and equipment of t

41、he bigger Universities. Lecturers and tutors have to be well qualified because they teach degree courses that are in every way equal in standard to those taught at Universities. So, parents, students, and sponsors need have no doubt about the quality or standing of the degrees that the Colleges awar

42、d. Quality assurance is guaranteed. International recognition and comparability with all other British degrees are not, in question. So what else should students, parents, and sponsors worry?（分数：10.00）(1).In which aspect are the Universities superior to the University Colleges and Institutes?_（分数：2.

43、00）A.They offer degree-level coursesB.They are more famousC.They can award more degreesD.They have larger size(2).What similarities do the University Colleges and Institutes have with the Universities?_（分数：2.00）A.They have similar originsB.They both offer a variety of courses and degreesC.They both

44、provide degrees in Law, Engineering and MedicineD.They have similar campus sites(3).In what respects are the University Colleges and Institutes superior to the Universities?_（分数：2.00）A.In offering the students better school curriculumB.In Arts and Humanities subjectsC.In classroom instructionsD.In p

45、roviding professional training for teachers(4).What can we infer from paragraph five in this passage?_（分数：2.00）A.Small size often means lack of virtue and meritB.The University Colleges and Institutes are not human and personalC.Some doubts exist among students, parents and sponsor about the quality

46、 of the degrees awarded by the University Colleges and InstitutesD.Most University Colleges and Institutes have attractive campuses(5).The authors main purpose in writing this article is_（分数：2.00）A.to show that uniyersities are better than the University Colleges and InstitutesB.to explain the diffe

47、rences between universities and the University Colleges and InstitutesC.to assure students, parents and sponsors that the degrees awarded by the university Colleges and Institutes have equal international recognition and comparability with other British degreesD.to show the merits and advantages of

48、the University Colleges and InstitutesIn 1967, in response to widespread public concern aroused by medical reports of asbestos(石棉) related deaths, the National Medical Research Council organized a committee of inquiry to investigate the health threats associated with the use of asbestos in the building industry. After examining evidences provided by medical researchers and building workers and management, the Council published a report which included advice for dealing wi