【考研类试卷】考研英语171及答案解析.doc

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1、考研英语 171及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)There is a general expectation that teachers can spot talented children and do something for them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic talent. In fact, they 4 to identify from 10 to

2、 50 percent of their gifted students. The first 5 in identifying gifted students is determining the 6 for finding them. If we want to 7 a group of students for an 8 mathematics class, our approach would be different than 9 we are looking for students with high talent 10 a creative-writing program. S

3、pecific program needs and requirements, then, 11 the identification process. Subjective evaluation-teacher 12 , parent referral-should be 13 by standardized tests and other 14 measures of ability. Any 15 for identifying gifted children in a school system should 16 both subjective and objective metho

4、ds of 17 Classroom behavior, for example, can point 18 childrens ability to organize and use materials and reveal their potential for processing information better than 19 a test situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or informal setting. （分数：1.00）(1

5、). There is a general expectation that teachers can spot talented children and do something for them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic talent. In fact, they 4 to identify from 10 to 50 percent of their gifted students. The first 5 in identifying

6、 gifted students is determining the 6 for finding them. If we want to 7 a group of students for an 8 mathematics class, our approach would be different than 9 we are looking for students with high talent 10 a creative-writing program. Specific program needs and requirements, then, 11 the identificat

7、ion process. Subjective evaluation-teacher 12 , parent referral-should be 13 by standardized tests and other 14 measures of ability. Any 15 for identifying gifted children in a school system should 16 both subjective and objective methods of 17 Classroom behavior, for example, can point 18 childrens

8、 ability to organize and use materials and reveal their potential for processing information better than 19 a test situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or informal setting. （分数：0.05）A.expressedB.shownC.approvedD.confirmedA.preferB.admitC.recognizeD

9、.encounterA.methodB.stepC.phaseD.aimA.approachB.processC.reasonD.procedureA.signifyB.chooseC.specifyD.organizeA.enforcedB.innovatedC.extendedD.advancedA.ifB.asC.thatD.whenA.toB.forC.inD.onA.shapeB.completeC.modifyD.regulateA.argumentB.decisionC.judgementD.motivationA.classifiedB.determinedC.improved

10、D.checkedA.subjectiveB.objectiveC.persuasiveD.effectiveA.forB.ofC.withoutD.withA.programB.classC.planD.projectA.constituteB.sustainC.includeD.embodyA.revelationB.examinationC.evaluationD.recognitionA.toB.upC.atD.outA.canB.doesC.doD.willA.qualifiedB.trainedC.highlightedD.observedA.failB.tendC.tryD.re

11、fuse二、Section Writing(总题数：1，分数：1.00)1. Study the following cartoon carefully and write an essay in which you should 1) describe the cartoon, 2) interpret its meaning and 3) suggest possible courses to take. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points) Study the followin

12、g cartoon carefully and write an essay in which you should 1) describe the cartoon, 2) interpret its meaning and 3) suggest possible courses to take. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points)* （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)If ambition is to be well regard

13、ed, the rewards of ambition-wealth, distinction, control over ones destiny-must be deemed worthy of the sacrifices made on ambitions behalf. If the tradition of ambition is to have vitality, it must be widely shared; and it especially must be highly regarded by people who are themselves admired, the

14、 educated not least among them. In an odd way, however, it is the educated who have claimed to have given up on ambition as an ideal. What is odd is that they have perhaps most benefited from ambition-if not always their own then that of their parents and grandparents. There is a heavy note of hypoc

15、risy in this, a case of closing the barn door after the horses have escaped-with the educated themselves riding on them. Certainly people do not seem less interested in success and its signs now than formerly. Summer homes, European travel, BMWs-the locations, place names and name brands may change,

16、 but such items do not seem less in demand today than a decade or two years ago. What has happened is that people cannot confess fully to their dreams, as easily and openly as once they could ,lest they be thought pushing, acquisitive and vulgar. Instead, we are treated to fine hypocritical spectacl

17、es, which now more than ever seem in ample supply: the critic of American materialism with a Southampton summer home; the publisher of radical books who takes his meals in three-star restaurants; the journalist advocating participatory democracy in all phases of life, whose own children are enrolled

18、 in private schools. For such people and many more perhaps not so exceptional, the proper formulation is,“ Succeed at all costs but avoid appearing ambitious.“ The attacks on ambition are many and come from various angles ;its public defenders are few and unimpressive, where they are not extremely u

19、nattractive. As a result, the support for ambition as a healthy impulse, a quality to be admired and fixed in the mind of the young, is probably lower than it has ever been in the United States. This does not mean that ambition is at an end, that people no longer feel its stirrings and promptings, b

20、ut only that, no longer openly honored, it is less openly professed. Consequences follow from this, of course, some of which are that ambition is driven underground, or made sly. Such then, is the way things stand: on the left angry critics, on the right stupid supporters, and in the middle, as usua

21、l, the majority of earnest people trying to get on in life. （分数：1.00）(1).It is generally believed that ambition may be well regarded if_.（分数：0.25）A.its returns well compensate for the sacrificesB.it is rewarded with money, fame and powerC.its goals are spiritual rather than materialD.it is shared by

22、 the rich and the famous(2).The last sentence of the first paragraph most probably implies that it is_.（分数：0.25）A.customary of the educated to discard ambition in wordsB.too late to check ambition once it has been let outC.dishonest to deny ambition after the fulfillment of the goalD.impractical for

23、 the educated to enjoy benefits from ambition(3).Some people do not openly admit they have ambition because _.（分数：0.25）A.they think of it as immoralB.their pursuits are not fame or wealthC.ambition is not closely related to material benefitsD.they do not want to appear greedy and contemptible(4).Fro

24、m the last paragraph the conclusion can be drawn that ambition should be maintained _.（分数：0.25）A.secretly and vigorouslyB.openly and enthusiasticallyC.easily and momentarilyD.verbally and spirituallyThe classic difficulty felt with democracy arises from the fact that democracy can never express the

25、will of the whole people because there never exists any such unchanging will (at least in any society that call itself democratic). The concept of government of the whole people by the whole people must be looked on as being in the poetry rather than in the prose of democracy; the fact of prose is t

26、hat real democracy means government by some kind of dominant majority. And the ever-present danger, repeatedly realized in fact, is that this dominant majority may behave toward those who are not of the majority in such a manner as to undermine the moral basis of the right of people, because they ar

27、e people, to have some important say in the setting of their own course and in the use of their own faculties. Other forms of government may similarly fail to respect human independence. But there is at least no contradiction in that; the underlying assumption of every kind of government by wisers a

28、nd betters is that people on the whole are not fit to manage their own affairs, but must have someone else do it for them, and there is no paradox when such a government treats its subjects without respect, or deals with them on the basis of their having no rights that the government must take into

29、account. But democracy affirms that people are fit to control themselves, and it cannot live in the same air with the theory that there is no limit to the extent to which public power-even the power of a majority-can interfere with the lives of people. Rational limitation on power is therefore not a

30、 contradiction to democracy, but is of the very essence of democracy as such. Other sorts of government may impose such limitations on themselves as an act of grace. Democracy is under the moral duty of limiting itself because such limitation is essential to the survival of that respect for humankin

31、d which is in the foundations of democracy. Respect for the freedom of all people cannot, of course, be the only guide, for there would then be no government. Delicate ongoing compromise is what must be looked for. But democracy, unless it is to deny its own moral basis, must accept the necessity fo

32、r making this compromise and for giving real weight to the claims of those without the presently effective political power to make their claims prevail in elections （分数：1.00）(1).By “the prose of democracy“ ( Par. 1 ) the author most probably means its（分数：0.20）A.popular interpretation.B.actual operat

33、ion.C.ongoing compromise.D.rational limitation.(2). In the authors view, the failure of nondemocratic governments to respect human independence（分数：0.20）A.is in conformity with their basic assumptions.B.interferes with the rights of the minority.C.hinders the achievement of their objectives.D.leads t

34、o consequences beyond their anticipation.(3). We can infer from the selection that（分数：0.20）A.democracy in its true sense can scarcely be regarded as realistic.B.democracy has to give up its moral basis for proper compromise.C.democratic governments should respect the rights of the minority.D.democra

35、tic governments must weigh the claims of political inferiors.(4).Which of the following does the author consider essential for the preservation of the moral basis of democracy?（分数：0.20）A.Actual development of self-governments of the minority.B.Real expression of the whole peoples will.C.Necessary li

36、mitation on the power of the government.D.Full respect for the freedom of all individuals.(5). According to the text, all types of governments believe that the（分数：0.20）A.minority must well cooperate with the majority.B.course of citizens lives is to be regulated officially.C.individual is entitled t

37、o directing his or her own affairs.D.government can hardly express the will of every citizen.The phrase “progressive education“ is one, if not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passiv

38、e and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of contrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it

39、seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging and directing what goes on in schools. It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the on

40、ly way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what actually takes place when education really occurs. And before we can formulate a philosophy of education we must know how human nature is constituted in the concrete; we m

41、ust know about the working of actual social forces; we must know about the operations through which basic raw materials are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those

42、cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philoso

43、phy of education. What then is education when we find actual satisfactory specimens of it in existence? In the first place, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is

44、 a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the person who has the power to go on and get more education. In any case, development, growth, involve change, modification, and modification in definite directions. It

45、 is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympa

46、thetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance, towards a more thoughtful and inquiring disposition

47、, one more capable of persistent effort in meeting obstacles. （分数：1.00）(1).In the authors view, the philosophy of education（分数：0.20）A.is identical to the conception of progressive education.B.studies the essence of education and the way it emerges.C.conforms to any idea of education that is unconven

48、tional.D.deals with the judgement and direction of schooling.(2). The philosophy of education is supposed（分数：0.20）A.to result from real understanding of actual schooling.B.to lead to overall prescription of practical education.C.to have happened when education came into existence.D.to be the basis o

49、n which practical education is formulated.(3). The author argues that respect for individuality means（分数：0.20）A.to treat individuals as objects of sincere sympathy.B.to train individuals to develop in planned directions.C.to discover an individuals qualifications for education.D.to cultivate an individual in light of his/her natural talent.(4).The chief task of the philosophy of education is（分数：0.20）A.to analys