[外语类试卷]在职攻硕英语联考（阅读）模拟试卷81及答案与解析.doc

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1、在职攻硕英语联考（阅读）模拟试卷 81及答案与解析 一、 Part III Reading Comprehension (40 minutes, 40 points) Directions: There are 4 passages in this part. Each of the passages is followed by 5 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark your an

2、swer on the ANSWER SHEET with a single line through the center. 0 Discoveries in science and technology are thought by “untaught minds“ to come in blinding flashes or as the result of dramatic accidents. Sir Alexander Fleming did not, as legend would have it, look at the mold(霉 )on a piece of cheese

3、 and get the idea for penicillin there and then. He experimented with antibacterial substances for nine years before he made his discovery. Inventions and innovations almost always come out of laborious trial and error. Innovation is like soccer; even the best players miss the goal and have their sh

4、ots blocked much more frequently than they score. The point is that the players who score most are the ones who take the most shots at the goal and so it goes with innovation in any field of activity. The prime difference between innovators and others is one of approach. Everybody gets ideas, but in

5、novators work consciously on theirs and they follow them through until they prove practicable or otherwise. What ordinary people see as fanciful abstractions, professional innovators see as solid possibilities. “Creative thinking may mean simply the realization that theres no particular virtue in do

6、ing things the way they have always been done. “ wrote Rudolph Flesch, a language authority. This accounts for our reaction to seemingly simple innovations like plastic garbage bags and suitcases on wheels that make life more convenient; “How come nobody thought of that before?“ The creative approac

7、h begins with the proposition that nothing is as it appears. Innovators will not accept that there is only one way to do anything. Faced with getting from A to B, the average person will automatically set out on the best-known and apparently simplest route. The innovator will search for alternate co

8、urses, which may prove easier in the long run and are bound to be more interesting and challenging even if they lead to dead ends. Highly creative individuals really do march to a different drummer. Questions: 1 What does the author probably mean by “untaught mind“ in the first paragraph? （ A） A per

9、son ignorant of the hard work involved in experimentation. （ B） A citizen of a society that restricts personal creativity. （ C） A person who has had no education. （ D） An individual who often comes up with new ideas by accident. 2 According to the author, what distinguishes innovators from non-innov

10、ators? （ A） The variety of ideas they have. （ B） The intelligence they possess. （ C） The way they deal with problems. （ D） The way they present their findings. 3 The author quotes Rudolph Flesch in paragraph 3 because_. （ A） Rudolph Flesch is the best-known expert in the study of human creativity （

11、B） the quotation strengthens the assertion that creative individuals look for new ways of doing things （ C） the reader is familiar with Rudolph Fleschs point of view （ D） the quotation adds a new idea to the information previously presented 4 The phrase “march to a different drummer“(the last line o

12、f the passage)suggests that highly creative individuals are_. （ A） diligent in pursuing their goals （ B） reluctant to follow common ways of doing things （ C） devoted to the progress of science （ D） concerned about the advance of society 4 When we talk about intelligence, we do not mean the ability t

13、o get a good score on a certain kind of test, or even the ability to do well in school. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we dont know what to do. The intelligent p

14、erson, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples with it boldly, imaginatively, resourcefully, and if

15、 not confidently, at least hopefully; if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and ones self with respect to life. Just as clearly, unintelligence is not wha

16、t most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes. Years of watching and comparing bright children with the. not-bright, or less bright, have shown that they are ver

17、y different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and wh

18、at is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim(格言 )that there is more than one way to skin a cat. If he cant do something one way, hell try another. The dull child is usually afraid to try at all. It takes a gre

19、at deal of urging to get him to try even once; if that try fails, he is through. Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in

20、 his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, it is destroyed by the process that we misname education a process that goes on in most homes a

21、nd schools. Questions: 5 The writer believes that intelligence is_. （ A） doing well in school （ B） doing well on some examinations （ C） a certain type of behavior （ D） good scores on tests 6 The writer believes that “unintelligence“ is_. （ A） similar to intelligence （ B） less than intelligence （ C）

22、the common belief of most psychologists （ D） a particular way of looking at the world 7 Why does the writer say that education is misnamed? （ A） Because it takes place more in homes than in school. （ B） Because it discourages intellectual growth. （ C） Because it helps dull children with their proble

23、ms. （ D） Because it helps children understand the world around them. 8 In the paragraphs which follow the above passage, the writer probably discusses_. （ A） how education destroys the development of intelligence （ B） how bright children differ from dull children （ C） how intelligence is inherited （

24、 D） how the childs intellectual capacity grows at home and school 8 “I have great confidence that by the end of the decade well know in vast detail how cancer cells arise,“ says microbiologist Robert Weinberg, an expert on cancer. “But,“ he cautions, “some people have the idea that once one understa

25、nds the causes, the cure will rapidly follow. Consider Pasteur. He discovered the causes of many kinds of infections, but it was fifty or sixty years before cures were available. “ This year, 50 percent of the 910 000 people who suffer from cancer will survive at least five years. In the year 2000,

26、the National Cancer Institute estimates, that figure will be 75 percent. For some skin cancers, the five-year survival rate is as high as 90 percent. But other survival statistics are still discouraging 13 percent for lung cancer, and 2 percent for cancer of the pancreas(胰腺 ). With as many as 120 va

27、rieties in existence, discovering how cancer works is not easy. The researchers made great progress in the early 1970s, when they discovered that oncogenes, which are cancer-causing genes(基因 ), are inactive in normal cells. Anything from cosmic rays to radiation to diet may activate a dormant oncoge

28、ne, but how remains unknown. If several oncogenes are driven into action, the cell, unable to turn them off, becomes cancerous. The exact mechanisms involved are still mysterious, but the likelihood that many cancers are initiated at the level of genes suggests that we will never prevent all cancers

29、. “Changes are a normal part of the evolutionary process,“ says oncologist William Hayward. Environmental factors can never be totally eliminated; as Hayward points out, “We cant prepare a medicine against cosmic rays. “ The prospects for cure, though still distant, are brighter. “First, we need to

30、understand how the normal cell controls itself. Second, we have to determine whether there are a limited number of genes in cells which are always responsible for at least part of the trouble. If we can understand how cancer works, we can counteract its action. “ Questions: 9 The example of Pasteur

31、in the passage is used to_. （ A） predict that the secret of cancer will be disclosed in a decade （ B） indicate that the prospects for curing cancer are bright （ C） prove that cancer will be cured in fifty to sixty years （ D） warn that there is still a long way to go before cancer can be conquered 10

32、 The author implies that by the year 2000, _. （ A） there will be a drastic rise in the five-year survival rate of skin-cancer patients （ B） 90 percent of the skin-cancer patients today will still be living （ C） the survival statistics will be fairly even among patients with various cancers （ D） ther

33、e wont be a drastic increase of survival rate of all cancer patients 11 Oncogenes are cancer-causing genes_. （ A） that are always in operation in a healthy person （ B） which remain unharmful so long as they are not activated （ C） that can be driven out of normal cells （ D） which normal cells cant tu

34、rn off 12 The word “dormant“ in the third paragraph most probably means_. （ A） dead （ B） ever-present （ C） inactive （ D） potential 12 When they advise your kids to “get an education“ if you want to raise your income, they tell you only half the truth. What they really mean is to get just enough educ

35、ation to provide manpower for your society, but not too much that you prove an embarrassment to your society. Get a high school diploma, at least. Without that, you are occupationally dead, unless your name happens to be George Bernard Shaw or Thomas Alva Edison and you can successfully drop out in

36、grade school. Get a college degree, if possible. With a B. A. , you are on the launching pad(发射台 ). But now you have to start to put on the brakes. If you go for a masters degree, make sure it is an M. B. A. , and only from a first-rate university. Beyond this, the famous law of diminishing returns(

37、报酬递减律 )begins to take effect. Do you know, for instance, that long-haul truck drivers earn more a year than full professors? Yes, the average 1977 salary for those truckers was $ 24 000, while the full professors managed to average just $ 23 930. A Ph. D is the highest degree you can get, but except

38、 in a few specialized fields such as physics or chemistry, where the degree can quickly be turned to industrial or commercial purposes, you are facing a dim future. There are more Ph. Ds unemployed or underemployed in this country than in any other part of the world by far. If you become a doctor of

39、 philosophy in English or history or anthropology or political science or languages or worst of all in philosophy, you run the risk of becoming overedu-cated for our national demands. Not for our needs, mind you, but for our demands. Thousands of Ph. Ds are selling shoes, driving cabs, waiting on ta

40、bles and filling out fruitless applications month after month. And then maybe taking a job in some high school or backwater college that pays much less than the janitor(看门人 )earns. You can equate the level of income with the level of education only so far. Far enough, that is, to make you useful to

41、the gross national product, but not so far that nobody can turn much of a profit on you. Questions: 13 According to the writer, what the society expects of education is to turn out people who_. （ A） will not be a shame to the society （ B） will become loyal citizens （ C） can take care of themselves （

42、 D） can meet the demands as a source of manpower 14 Many Ph. Ds are out of job because _. （ A） they are wrongly educated （ B） they are of little commercial value to the society （ C） there are fewer jobs in high schools （ D） they prefer easy jobs with more money 15 The nation is only interested in pe

43、ople_. （ A） with diplomas （ B） specialized in physics and chemistry （ C） valuable to the gross national product （ D） both A and C 16 Which of the following is NOT true? （ A） Bernard Shaw didnt finish high school, nor did Edison. （ B） One must think carefully before going for a masters degree. （ C） T

44、he higher your educational level, the more money you will earn. （ D） If you are too well educated, youll make things difficult for the society. 16 Telecommuting substituting the computer for the trip to the job has been hailed as a solution to all kinds of problems related to office work. For worker

45、s it promises freedom from the office, less time wasted in traffic, and help with child-care conflicts. For management , telecommuting helps keep high performers on board, minimizes lateness and absenteeism by eliminating commuters(经常乘火车往返者 ), allows periods of solitude(独处 )for high-concentration ta

46、sks, and provides scheduling flexibility. In some areas, such as Southern California and Seattle, Washington, local governments are encouraging companies to start telecommuting programs in order to reduce rush-hour traffic and improve air quality. But these benefits do not come easily. Making a tele

47、commuting program work requires careful planning and an understanding of the differences between telecommuting realities and popular images. Many workers are seduced by rosy illusions of life as a telecommuter. A computer programmer from New York City moves to the quiet Adirondack Mountains and stay

48、s in contact with her office via computer. A manager comes in to his office three days a week and works at home the other two. An accountant stays home to care for her sick child; she hooks up her telephone modem connections and does office work between calls to the doctor. These are powerful images

49、, but they are a limited reflection of reality. Telecommuting workers soon learn that it is almost impossible to concentrate on work and care for a young child at the same time. Before a certain age, young children cannot recognize, much less respect , the necessary boundaries between work and family. Additional child support is necessary if the parent is to get any work done. Management, too, must separate the myth from the reality. Although the media has paid a great deal of attention to telecommuting, i