[外语类试卷]在职申硕同等学力英语（阅读）模拟试卷15及答案与解析.doc

《[外语类试卷]在职申硕同等学力英语（阅读）模拟试卷15及答案与解析.doc》由会员分享，可在线阅读，更多相关《[外语类试卷]在职申硕同等学力英语（阅读）模拟试卷15及答案与解析.doc（18页珍藏版）》请在麦多课文档分享上搜索。

1、在职申硕同等学力英语（阅读）模拟试卷 15及答案与解析 一、 Reading Comprehension Directions: There are 5 passages in this part. Each passage 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 the corresponding letter with a single bar acr

2、oss the square brackets on your machine-scoring ANSWER SHEET. 0 The image was riveting, as justice John Paul Stevens, a Chicago native, presented it. A gang member and his father are hanging out near Wrigley Field. Are they there “to rob an unsuspecting fan or just to get a glimpse of Sammy Sosa lea

3、ving the ball park?“ A police officer has no idea, but under Chicagos anti-gang law, the cop must order them to disperse. With Stevens writing for a 6-to-3 majority, the Supreme Court last week struck down Chicagos sweeping statute, which had sparked 42,000 arrests in its three years of enforcement.

4、 The decision was a blow to advocates of get-tough crime policies. But in a widely noted concurring opinion, Justice Sandra Day OConnor suggested that a less draconian approach- distinguishing gang members from innocent bystanders might pass constitutional muster. New language could target loiterers

5、 “with no apparent purpose other than to establish control over identifiable areas, to intimidate others from entering those areas or to conceal illegal activities,“ she wrote. Chicago officials vowed to draft a new measure. “We will go back and correct it and then move forward,“ said Mayor Richard

6、Daley. Chicago officials, along with the League of Cities and 31 states that sided with them in court, might do well to look at one state where anti-gang loitering prosecutions have withstood constitutional challenges; California. The state has two anti-loitering statutes on the books, aimed at peop

7、le intending to commit specific crimes prostitution and drug dealing. In addition, a number of local prosecutors are waging war against gangs by an innovative use of the public-nuisance laws. In cities such as Los Angeles and San Jose, prosecutors have sought injunctions against groups of people sus

8、pected of gang activity. “The officers in the streets know the gang members and gather physical evidence for lengthy court hearings,“ says Los Angeles prosecutor Martin Vranicar. If the evidence is enough to convince a judge, an injunction is issued to prohibit specific behavior such as carrying cel

9、l phones or pagers or blocking sidewalk passage in defined geographical areas. “It works instantly,“ says San Jose city attorney Joan Gallo, who successfully defended the tactic before the California Supreme Court. “A few days after the injunctions, children are playing on streets where they never w

10、ere before. “ So far, only a few hundred gang members have been targeted, out of an estimated 150,000 in Los Angeles alone. But experts say last weeks decision set the parameters for sharper measures. Says Harvard law professor Laurence Tribe: “It just means they have to use a scalpel rather than an

11、 invisible mallet. “ 1 What does the author intend to illustrate with the example of the gang member and his father? （ A） How the anti-loitering law works. （ B） How to maintain charming image. （ C） How tough the crime policies were. （ D） Why Chicagos sweeping statute stroke down. 2 What can we infer

12、 from the first two paragraphs? （ A） Chicagos anti-loitering law shouldnt be struck down. （ B） The cop was entitled to send the gangs away. （ C） Chicago officials yielded to the result of striking down the law. （ D） Anti-loitering law in Chicago was much too severe for the majority. 3 The third and

13、fourth paragraphs suggest that_. （ A） the League of Cities and 31 states should work with Chicago officials （ B） the injunctions in some cities brought back the safety on the street （ C） California successfully starts the battle against the gangs （ D） the police officers shoulder more responsibility

14、 than before 4 What does the author mean by “It just means they have to use a scalpel rather than an invisible mallet“(the last line, Paragraph 5)? （ A） The gang members should be given a get-tough attitude in the long run. （ B） The targeted gang members rather than all of them should be given a get

15、-tough treatment. （ C） A scalpel can cut off the tumors of the society while the invisible mallet fails to. （ D） A scalpel is more powerful than the invisible mallet. 5 Which of the following is true according to the text? （ A） Chicagos sweeping statute was struck down for its involving too many arr

16、ests. （ B） Chicago officials still maintained their get-tough crime policies. （ C） It was not safe for children to play on the street. （ D） California used a scalpel while other states used an invisible mallet to cope with the gangs. 6 Which city is the place where more strict measures will be taken

17、? （ A） Los Angeles. （ B） Chicago. （ C） San Jose. （ D） New York. 6 In such a changing, complex society formerly simple solutions to informational needs become complicated. Many of lifes problems which were solved by asking family members, friends or colleagues are beyond the capability of the extende

18、d family to resolve. Where to turn for expert information and how to determine which experts advice to accept are questions facing many people today. In addition to this, there is the growing mobility of people since World War II. As families move away from their stable community, their friends of m

19、any years, their extended family relationships, the informal flow of information is cut off, and with it the confidence that information will be available when needed and will be trustworthy and reliable. The almost unconscious flow of information about the simplest aspects of living can be cut off.

20、 Thus, things once learned subconsciously through the casual communications of the extended family must be consciously learned. Adding to societal changes today is an enormous stockpile of information. The individual now has more information available than any generation, and the task of finding tha

21、t one piece of information relevant to his or her specific problem is complicated, time-consuming and sometimes even overwhelming. Coupled with the growing quantity of information is the development of technologies which enables the storage and delivery of more information with greater speed to more

22、 locations than has ever been possible before. Computer technology makes it possible to store vast amounts of data in machine-readable files, and to program computers to locate specific information. Telecommunications developments enable the sending of messages via television, radio, and very shortl

23、y, electronic mail to bombard people with multitudes of messages. Satellites have extended the power of communications to report events at the instant of occurrence. Expertise can be shared world wide through teleconferencing, and problems in dispute can be settled without the participants leaving t

24、heir homes and/or jobs to travel to a distant conference site. Technology has facilitated the sharing of information and the storage and delivery of information, thus making more information available to more people. In this world of change and complexity, the need for information is of greatest imp

25、ortance. Those people who have accurate, reliable up-to-date information to solve the day-today problems, the critical problems of their business, social and family life, will survive and succeed. “Knowledge is power“ may well be the truest saying and access to information may be the most critical r

26、equirement of all people. 7 The word “it“(Line 3, Paragraph 2)most probably refers to_. （ A） the lack of stable communities （ B） the breakdown of informal information channels （ C） the increased mobility of families （ D） the growing number of people moving from place to place 8 The main problem peop

27、le may encounter today arises from the fact that_. （ A） they have to learn new things consciously （ B） they lack the confidence of securing reliable and trustworthy information （ C） they have difficulty obtaining the needed information readily （ D） they can hardly carry out casual communications wit

28、h an extended family 9 From the passage we can infer that_. （ A） electronic mail will soon play a dominant role in transmitting messages （ B） it will become more difficult for people to keep secrets in an information era （ C） people will spend less time holding meetings or conferences （ D） events wi

29、ll be reported on the spot mainly through satellites 10 We can learn from the last paragraph that . （ A） it is necessary to obtain as much information as possible （ B） people should make the best use of the information （ C） we should realize the importance of accumulating information （ D） it is of v

30、ital importance to acquire needed information efficiently 11 Many factors expel people to learn more except_. （ A） changing society makes the lifes problems difficult to solve （ B） people migrate too much so the old information is cut off （ C） technology develops too much and information amounts mor

31、e than before （ D） greatly important information is changing 12 Who are not the persons that people used to turn to for help to get information? （ A） Family members. （ B） Friends. （ C） Colleagues. （ D） Experts. 12 An invisible border divides those arguing for computers in the classroom on the behalf

32、 of students career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction indeed, contradiction which goes to the heart of what is wrong with the campaign to put computers in the cl

33、assroom. An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyones job prospects that all children are legally required to attend school

34、into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children

35、to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this opt

36、imistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often emphasize the job prospects of graduates over their educational achievement. There a

37、re some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that ther

38、e will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corp

39、orations. But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not of course, the basics of using any computer these days are very simple. It does not take a lifelon

40、g acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take at the very longest a couple of months to learn. In any case, basic computer skills are only complementary to the host of real

41、 skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose. 13 The author thinks the present rush to put computers in the classroom is_. （ A） far-reaching （ B） dubiously oriented （ C）

42、 self-contradictory （ D） radically reformatory 14 The belief that education is indispensable to all children_. （ A） is indicative of a pessimism in disguise （ B） came into being along with the arrival of computers （ C） is deeply rooted in the minds of computer-education advocates （ D） originated fro

43、m the optimistic attitude of industrialized countries 15 It could be inferred from the passage that in the authors country the European model of professional training is_. （ A） dependent upon the starting age of candidates （ B） worth trying in various social sections （ C） of little practical value （

44、 D） attractive to every kind of professional 16 According to the author, basic computer skills should be_. （ A） included as an auxiliary course in school （ B） highlighted in acquisition of professional qualifications （ C） mastered through a lifelong course （ D） equally emphasized by any school, voca

45、tional or otherwise 17 Which kind of occupation is excluded by basic education? （ A） Scientists. （ B） Businessman. （ C） Accountant. （ D） Engineer. 18 What is the direct purpose of technical education in this article? （ A） To provide all kinds of skills for any profession. （ B） To help students to fi

46、nd a job. （ C） To introduce the concept of professional training. （ D） To help students to use computers. 18 When we talk about intelligence, we do not mean the ability to 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

47、 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 person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses

48、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 not confidently, at least hopefully; if he fails to master it, he looks without fear or shame at his mistakes and learns

49、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 what 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 very different kinds of people. The bright child