[考研类试卷]考研英语模拟试卷19及答案与解析.doc

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1、考研英语模拟试卷 19及答案与解析 一、 Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 1 It has been justly said that while“ we speak with our vocal organs we (1)_ with our whole bodies“. All of us communicate with one an

2、other (2)_, as well as with words. Sometimes we know what were doing, as with the use of gestures such as the thumbs-up sign to indicate that, we (3)_. But most of the time were not aware that were doing it. We gesture with eyebrows or a hand, meet someone elses eyes and (4)_. These actions we (5)_

3、are random and incidental. But researchers (6)_ that there is a system of them almost as consistent and comprehensible as language, and they conclude that there is a whole (7)_ of body language, (8)_ the way we move, the gestures we employ, the posture we adopt, the facial expression we (9)_, the ex

4、tent to which we touch and the distance we stand (10)_ each other. The body language serves a variety of purposes. Firstly it can replace verbal communication, (11)_ with the use of gesture. Secondly it can modify verbal communication, loudness and (12)_ of voice is an example here. Thirdly it regul

5、ates social interaction: turn taking is largely governed by non-verbal (13)_. Finally it conveys our emotions and attitudes. This is (14)_ important for successful cross-culture communication. Every culture has its own“ body language“, and children absorb its nuances (15)_ with spoken language. The

6、way an Englishmen crosses his legs is (16)_ like the way a mate American does it. When we communicate with people from other, cultures, the body language sometimes help make the communication easy and (17)_, such as shaking hand is such a (18)_ gesture that people all over the world know that it is

7、a signal for greeting. But sometimes the body language can cause certain misunderstanding (19)_ people of different cultures often have different forms behavior for sending the same message or have different (20)_ towards the same body signals. （ A） address （ B） reverse （ C） converse （ D） confer （ A

8、） verbally （ B） nonverbally （ C） vocally （ D） univocally （ A） refuse （ B） approve （ C） suspect （ D） alert （ A） look up （ B） look down （ C） look away （ D） look back （ A） resume （ B） assume （ C） presume （ D） consume （ A） have discovered （ B） have invented （ C） pointed out （ D） have revealed （ A） level

9、 （ B） extent （ C） group （ D） range （ A） included （ B） including （ C） include （ D） inclusive （ A） wear （ B） put on （ C） bring （ D） hold （ A） to （ B） between （ C） within （ D） from （ A） as if （ B） as （ C） when （ D） like （ A） pitch （ B） tone （ C） frequency （ D） volume （ A） signs （ B） gestures （ C） movem

10、ents （ D） signals （ A） specifically （ B） specially （ C） particularly （ D） equally （ A） also （ B） along （ C） besides （ D） alone （ A） nothing （ B） something （ C） anything （ D） none （ A） efficient （ B） affective （ C） effective （ D） effectual （ A） unusual （ B） unique （ C） ordinary （ D） universal （ A） he

11、nce （ B） since （ C） thus （ D） and （ A） interpretations （ B） implicative （ C） understanding （ D） implications Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 The modern university is the ideal environment for the creation

12、 and transfer of knowledge that drives national competitiveness in an increasingly global era. Its most effective form is the American adaptation of the European model, in which teaching, leaning and research are integrated into a single institution. Indeed, the American university has proved capabl

13、e of almost anything, from developing advanced economic theories to creating new life forms. Many national leaders understand that the university is the critical catalyst for Americas adaptability, economic robustness and emergence as a great power. And they are moving aggressively to catch up. The

14、universities created by emerging economies beginning in the 1990s and through 2020 will likely play a decisive role in reshaping the global balance of economic power. That is bad news for the United States. The past two decades of American university development have been characterized largely by se

15、lf-satisfaction arising from steady progress by the top 20 or so research universities. And America as a nation has been coasting. Since 2000, the United States has lost its edge in the graduation of engineers and technologists. The country no longer dominates scientific discovery, innovation or exp

16、loration. Most important, the United States has not launched any effort to build new institutions to accommodate its increasingly diverse population of more than 300 million. The result is that Americas university system, despite its historical pre-eminence, has ceased to grow. Furthermore, Americas

17、 university system has failed to adapt to the dramatic demographic shifts occurring as a result of social mobility and immigration. America needs to realize that its universities face real competition from the rest of the world to attract the best and the brightest, to secure resources and to provid

18、e environments that educate and inspire. This is not to say that the best American universities are no longer the leaders in discovery and innovation. It is to say that the success of the higher-education system must be measured by more than just innovations. Its long-term performance depends on its

19、 ability to provide learning to a broad cross sections of citizens, to advance national proficiency in math and science and to create an adaptable work force, as well as to develop a national appreciation for discovery, entrepreneurship and the creative process. In China and elsewhere, these are the

20、 goals of the new universities being built. In the United States, we need to move from a national self-confidence based on past success to one built on the knowledge that we are advancing a system of higher education that will meet our future needs. This will require that policymakers, business lead

21、ers and universities rededicate themselves to creating comprehensive learning and discovery environments; design entirely new models and methods for teaching, and then take action to implement them. 21 According to the author, US modern universities _ （ A） is a perfect system which can deal with eve

22、rything. （ B） is a system which is developing rapidly. （ C） is a trinity of teaching, learning and research. （ D） is a place for innovation and creation. 22 New universities have been established among many other countries in order to _ （ A） bring bad news to the US. （ B） make use of the power for d

23、evelopment. （ C） be measured by innovation. （ D） force the US to build up more universities. 23 What is the problem that US universities have faced since 2000? （ A） Loss of the predominant position in artistic innovations. （ B） Lack of the reestablishment of famed universities. （ C） Failure to attra

24、ct the best brains throughout the world. （ D） Need of a comprehensive learning and studying environment. 24 Which of the following is the goal of China to build up new universities? （ A） Providing wider opportunities of education for oversea students. （ B） Elevating the science and technology level

25、of the whole country. （ C） Focusing on the position of science and technology innovation leader. （ D） Creating a culture of appreciation of science and technology. 25 It can be inferred from the text that the most possible direction of university reform in the US is _ （ A） offering more attractive s

26、cholarships. （ B） developing advanced economic theories. （ C） finding a better system for learning and researching. （ D） spending more money for hardware improvement. 26 New graduates in America are used to facing an uncertain future while saddled with heavy debts. Now Sallie Mae, the firm that prov

27、ides many of them with the financial wherewithal to complete their education, will understand how they feel. On Monday April 16th it was announced that two private-equity firms along with two banks, JPMorgan Chase and Bank of America, had agreed to pay $25 billion for Americas leading student-loan p

28、rovider. In the past decade the market for student loans has doubled to around $85 billion a year. Student numbers have swelled while incomes have failed to keep pace with the soaring cost of college education. Sallie Mae has over a quarter of the entire business in America. And though margins are w

29、afer-thin the firm made a profit of $1.2 billion last year. This profitability has attracted the interest of both Democratic and Republican lawmakers, seeking ways to save money while making education more affordable. Particularly vulnerable is the proportion doled out to big and profitable private

30、companies like Sallie Mae to subsidise affordable government-backed loans. These now account for around 85% of its lending. Sallie Maes profits and healthy cash-flow are a draw for private equity. And the involvement of the two banks could prove useful for plugging any gap in financing, if the firms

31、 credit rating slips following the assumption of so much debt. It helps that Sallie Mae is also making money beyond its core business. The market for private loans, without government subsidies or guarantees, is growing fast as the cost of education grows while the size of federal loans that student

32、s can take out has remained flat. This sort of loan is nicely profitable because lenders can levy high interest rates. New graduates are also targets: Sallie Mae has built a big debt-collection arm for reluctant repayers and a college-fund business for fast breeders. Even the renewed interest from p

33、oliticians could play into Sallie Maes hands. The lure of profits over the past decade has drawn more lenders into the business. Any future regulations or legislation that might shave profit margins further could deter new entrants or force smaller lenders out of the business, and Sallie Mae may get

34、 more opportunities to offset the reduction. But despite all the safeguards, students are high risk borrowers who quickly amass big debts. Sallie Mae, like many of the students it serves, could wake up one day with a nasty hangover(拖欠 ) and little recollection about how it came about. 26 The example

35、 of Sallie Mae Company is used by the author to _ （ A） express the current situation of student-loan. （ B） describe the banking industry of the U.S. （ C） show problems in politics. （ D） talk about the environment of education in the U.S. 27 The profit of Sallie Mae is considerable although the margi

36、ns are wafer-thin because _ （ A） the company has used illegal methods to raise money. （ B） the cost of college education has increased faster than the average income. （ C） the government has issued policies to increase the profit in the industry. （ D） students are safe borrowers who can repay the lo

37、an immediately. 28 According to the text, the goal of the US government on education cost is _ （ A） to earn more money. （ B） to enable more students to study in college at a lower government cost. （ C） to reduce the interest rate of student-loan. （ D） to establish more colleges. 29 If a student is r

38、eluctant to pay back the loan, Sallie Mae most probably _ （ A） have no idea to deal with the case. （ B） ask the army to solve the problem. （ C） use its strong system to urge for return. （ D） no longer lend money to students. 30 From the last two paragraphs, we learn that _ （ A） If the margin of prof

39、it in student-loan is lessened, no company will be involved in the industry. （ B） If the margin of profit in student-loan is lessened, Sallie Mae will be bankrupt. （ C） If the margin of profit in student-loan is lessened, Sallie Mae can get more opportunities. （ D） If the margin of profit in student

40、-loan is lessened, the industry will be definitely safe. 31 When stars like our Sun die, they bloat to become red giants and then eject gigantic clouds of gas and dust into space. Increasingly, however, scientists found themselves at a profound loss to explain how exactly dying stars could blow away

41、 these clouds. Now astrophysicists propose that unexpected chemical reactions during the formation of stardust could help solve this mystery. Stars smaller than the Sun and up to eight times as massive die by swelling up into red giants before shedding most of their mass to shrink into very compact,

42、 dying embers(灰烬 ) called white dwarfs. Two kinds of red giants exist-those with lots of carbon, and others richer in oxygen than in carbon. Carbon-rich stars release carbon particles during their death throes. Scientists proposed these pitch-black grains absorb rays from the dying star and get shot

43、 into space by starlight, a theory that fit both the observations and computer models. Increasingly, however, researchers could not explain how oxygen-rich stars like our own Sun could propel their clouds away during the final stages of mass loss. Oxygen-rich stars create large quantities of water v

44、apor and silicates, such as quartz(石英砂 ) or sand. These are transparent, meaning starlight should go right through them. Possible solutions have been contemplated by scientists. They first pondered whether the silicates might have iron in them, which would render them opaque instead of transparent.

45、But calculations showed the dust grains would have evaporated if they had iron in them. They next wondered if enough molecules surrounded the core of a dying oxygen-rich star to block out its light and thus create a wind that blew the stars outermost layer into space. But their models suggested thes

46、e molecules could not block off enough light and create strong enough Rinds. The scientists then suggested that pulsations occurred when stars die could perhaps force a stars matter out, but this idea did not match with astronomers observations. But inspiration then dawned upon them. Perhaps some of

47、 the carbon in the oxygen-rich stars could help force the outer layers of the stars into space. They believe shock waves from the pulsations of dying stars could make carbon in oxygen-rich stars form pitch-black dust. “The theory fits with all our subsequent model calculations, and it matches observ

48、ations from dying oxygen-rich red giants“. Moreover“, this mechanism strongly favors the presence of magnesium silicates over iron silicates in the interstellar medium“, in agreement with recent findings from NASAs comet-sampling Stardust space probe. If proven correct, the beauty of the new scenari

49、o is that it suggests a common driving mechanism for many dying stars shedding their mass via dusty winds“, with possible long-reaching consequences for the origin of chemical elements relevant for life“. 31 By introducing the theory of red giant, the author intends to _ （ A） explain-the possible way of death of our Sun. （ B） show the two types of red giants. （ C） discuss on the way of red giants to become white dwarfs. （ D） explore the origin of