[考研类试卷]考研英语模拟试卷251及答案与解析.doc
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1、考研英语模拟试卷 251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 The amount of sunlight reaching Earths surface appears to be growing. The phenomenon, which some dub “global brightening“, (1)_ sci
2、entists with a puzzle. If the (2)_ is real and global, how long will it last and what are the consequences for climate change, the planets water cycle, and other (3)_ that draw energy from sunlight? (4)_, the answer might seem obvious: More sunlight reaching the ground in a warming world means that
3、temperatures will get warmer (5)_. Not so fast, some researchers say. Additional warming would be certain (6)_ nothing else in the climate system changes. And the climate system is (7)_ static. Some combinations of changes could reinforce the heating; others could (8)_ it. Unraveling these interacti
4、ons and forecasting their course require an accurate accounting of the sunlight reaching the surface and the (9)_ the surface sends skyward. Moreover, researchers say, measurements of the suns strength at Earths surface are potentially powerful tools for (10)_ human influences on the climate. Earths
5、 radiation “budget“ (11)_ an “extremely important parameter that is (12)_ known“, says Robert Charlson, an atmospheric scientist at the University of Washington at Seattle. “It needs to be (13)_ much better than it is“. (14)_ about the amount of sunlight reaching Earths surface were first raised in
6、1974. Researchers from the United States and Israel recorded a 12% drop (15)_ sunlight over 40 years at a (16)_ station in the southern Sinai Peninsula. Since then, others have used a variety of techniques to try to track (17)_ sunlight. Three years ago, for example, a (18)_ led by Beate Liepert at
7、Columbia Universitys Lamont-Doherty Earth Observatory gathered data from ground (19)_ around the world and found that solar radiation reaching the surface fell (20)_ 4% from 1961 to 1990. ( A) presents ( B) offers ( C) grants ( D) provides ( A) trend ( B) tread ( C) trench ( D) treaty ( A) creatures
8、 ( B) resources ( C) processes ( D) activities ( A) At the best ( B) At first glance ( C) At all events ( D) At any rate ( A) much ( B) far ( C) ever ( D) still ( A) now that ( B) in case ( C) only if ( D) even after ( A) nothing but ( B) nothing than ( C) anything else ( D) anything but ( A) offset
9、 ( B) disrupt ( C) restore ( D) relieve ( A) reflection ( B) radiation ( C) illumination ( D) illustration ( A) blocking ( B) escaping ( C) gauging ( D) manifesting ( A) commits ( B) demonstrates ( C) reveals ( D) represents ( A) rarely ( B) badly ( C) actually ( D) poorly ( A) indicated ( B) emphas
10、ized ( C) described ( D) quantified ( A) Attention ( B) Worries ( C) Concerns ( D) Puzzles ( A) in ( B) of ( C) to ( D) with ( A) monitoring ( B) observing ( C) measuring ( D) recording ( A) ongoing ( B) outgoing ( C) incoming ( D) upcoming ( A) faculty ( B) team ( C) group ( D) staff ( A) points (
11、B) stations ( C) establishments ( D) bases ( A) down ( B) around ( C) to ( D) by Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 Until recently, the main villains of the piece had seemed to be the teachers unions, who ha
12、ve opposed any sort of reform or accountability. Now they face competition from an unexpectedly destructive force: the court. Fifty years ago, it was the judges who forced the schools to desegregate through Brown v. Board of Education (1954). Now the courts have moved from broad principles to microm
13、anagement, telling schools how much money to spend and where -right down to the correct computer or textbook. Twenty four states are currently stuck in various court cases to do with financing school systems, and another 21 have only recently settled various suits. Most will start again soon. Only f
14、ive states have avoided litigation entirely. Nothing exemplifies the power of the courts better than an 11-year-old case that is due to be settled (sort of) in New York City, the home of Americas biggest school system with 1.lm students and a budget nearing $13 billion. At the end of this month, thr
15、ee elderly members of the New York bar serving as judicial referees are due to rule in a case brought By the Campaign for Fiscal Equity, a leftish advocacy group, against the state of New York: they will decide how much more must Be spent to provide every New York City pupil with a “sound basic“ edu
16、cation. Rare is the politician willing to argue that more money for schools is a bad thing. But are the courts doing any good? Two suspicions arise. First, judges are making a lazy assumption that more money means better schools. As the international results show, the link between “inputs“ and “outp
17、uts“ is vague something well documented by, among others, the late Senator Daniel Patrick Moynihan of New York. Second, the courts are muddling an already muddled system. Over time, they have generally made it harder to get rid of disruptive pupils and bad teachers. The current case could be even wo
18、rse. The courts have already said that, in order to determine the necessary spending, they may consider everything from class size to the availability of computers, textbooks and even pencils. This degree of intervention is all the more scandalous because the courts have weirdly decided to ignore an
19、other set of “inputs“ the archaic work practices of school teachers and janitors. David Schoenbrod and Ross Sandier of New York Law School reckon the demands of the court will simply undermine reform and transform an expensive failure into a more expensive one. And of course, the litigation never en
20、ds. Kentucky, for example, is still in court 16 years after the first decision. A lawsuit first filed against New Jersey for its funding of schools in 1981 was “decided“ four years later but it has returned to the court nine times since, including early this year, with each decision pushing the cour
21、t deeper into the management of the states schools. Bad judges are even harder to boot out of school than bad pupils. 21 The author seems to believe that _. ( A) the courts intervention of the school micromanagement is undesirable ( B) it is inappropriate for the courts to shift from principles to d
22、aily management ( C) teachers used to support the school reform and assume the responsibility ( D) schools were usually at a loss how and where to spend their money 22 The third paragraph is intended mainly to _. ( A) reveal the problems in the American school system ( B) show the importance of the
23、case against New York state ( C) exemplify the value of a “sound basic“ education ( D) indicate the courts power over the school management 23 Senator D.P. Moynihan would probably agree that _. ( A) more money for schools will damage the further advancement ( B) better schools will not necessarily r
24、esult from more money ( C) the relationship between input and output is widely ignored ( D) politicians argue against more money for the schools 24 Inputs as used in the text refers to all of the following Except _. ( A) money budget for the school ( B) teaching practices of teachers ( C) computers
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