[考研类试卷]考研英语模拟试卷275及答案与解析.doc

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1、考研英语模拟试卷 275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 current French bestseller lists are wonderfully eclectic. In (1)_, there is everything (2)_ blockbuster thrillers to Catherine

2、Millers La Vie Sexuelle de Catherine M., a novel which has been (3)_ praised as high art and (4)_ as upmarket porn. Then there are novels (5)_ the sticky questions of good and (6)_ (Le Demon et Mademoiselle Prym) and faith versus science m the modern world (Lapparition). Philosophical (7)_ continue

3、in the non-fiction list. (8)_ this week by Michel Onfrays “Antimanuel de Philosophic“. a witty talk (9)_ some of philosophys perennial debates. Those who like their big issues in small chunks are also enjoying Frederic Beigbeders Dernier Inventaire avant Liquidation, a survey of Frances (10)_ 20th-c

4、entury books, (11)_ with Mr. Beigbeders (12)_ humor from the title on (The 50 books of the Century Chosen by You and Critiqued by Me), In Britain, meanwhile, there is olive oil all over the non-fiction list. Its a major (13)_ for Nigella Lawson, a domestic divinity and celebrity (14)_, whose latest

5、(15)_ of recipes tops the list. Annie Hawes, in second (16)_. took herself (17)_ to the sun-drenched hills of Italy to grow her own olives and write a book about them as did Carol Drinkwater, just (18)_ the border in France. Fiction-wise, its business as (19)_, with the requisite holiday mix of thri

6、llers, romance, fantasy and Harry Potter with The Goblet of Fire still burning (20)_ at number three. （ A） literature （ B） narrative （ C） story （ D） fiction （ A） on （ B） from （ C） about （ D） of （ A） both （ B） equally （ C） rather （ D） together （ A） approved （ B） admired （ C） derided （ D） scolded （ A）

7、 attempting （ B） dealing （ C） tackling （ D） talking （ A） evil （ B） sin （ C） wickedness （ D） bad （ A） topics （ B） ideas （ C） arguments （ D） themes （ A） topped （ B） covered （ C） overdone （ D） surpassed （ A） of （ B） by （ C） at （ D） on （ A） good （ B） favourite （ C） favorable （ D） satisfying （ A） dealt （

8、 B） handled （ C） touched （ D） managed （ A） brand （ B） trademark （ C） marked （ D） obvious （ A） ingredient （ B） constitution （ C） part （ D） factor （ A） writer （ B） novelist （ C） chef （ D） journalist （ A） set （ B） anthology （ C） collection （ D） album （ A） rank （ B） place （ C） point （ D） status （ A） up

9、（ B） on （ C） off （ D） in （ A） above （ B） around （ C） about （ D） across （ A） usual （ B） usually （ C） common （ D） commonly （ A） bright （ B） intense （ C） dazzling （ D） brilliant Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)

10、21 The extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher st

11、atus. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the

12、student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility. In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys

13、 from non Anglo-Saxon, working-class, and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its objects was the acquisition of practical skills

14、and useful information. For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously,

15、 or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugal

16、ity, thrift, and self-control came to distinguish the new apprentice and while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising. 21

17、Which of the following is true of the first paragraph? （ A） Democratic ideas started with education. （ B） Federalists were opposed to education. （ C） New education helped confirm peoples social status. （ D） Old education had been in tune with hierarchical society. 22 The difference between “gentlema

18、n-in-waiting“ and “journeyman“ is that （ A） Education trained gentleman-in-waiting to climb higher ladders. （ B） Journeyman was ready to take whatever was given to them. （ C） Gentleman-in-waiting belonged to fixed and high social class. （ D） Journeyman could do practically nothing without education.

19、 23 According to the second paragraph, land-grant college （ A） belonged to the land-owning class, （ B） enlarged the scope of education. （ C） was provided only to the poor. （ D） benefited all but the upper class. 24 Which of the following was the most important for a “gentleman-in-waiting“? （ A） Mann

20、ers. （ B） Educations. （ C） Moral. （ D） Personality. 25 The best title for the passage is （ A） Education and Progress. （ B） Old and New Social Norms. （ C） New Education: Opportunities for More. （ D） Demerits of Hierarchical Society. 26 One meaning of the Greek word “dran“ is to accomplish, and in thi

21、s meaning lies a further key to the structure of drama. A play concerns a human agent attempting to accomplish some purpose. In tragedy his attempt is, in personal terms at least, unsuccessful; in comedy it is successful; in the problem play final accomplishment is often either ambiguous or doubtful

22、. This action, from the beginning to the end of a movement toward a purposed goal, must also have a middle; it must proceed through a number of steps, the succession of incidents which make up the plot. Because the dramatist is concerned with the meaning and logic of events rather than with their ca

23、sual relationship in time, he will probably select his material and order it on a basis of the operation, in human affairs, of laws of cause and effect. It is in this causal relationship of incidents that the element of conflict, present in virtually all plays, appears. The central figure of the pla

24、y the protagonistencounters difficulties; his purpose or purposes conflict with events or circumstances, with purposes of other characters in the play, or with cross-purposes which exist within his own thoughts and desires. These difficulties threaten the protagonists accomplishment; in other words,

25、 they present complications, and his success or failure in dealing with these complications determines the outcome. Normally, complications build through the play in order of increasing difficulty; one complication may be added to another, or one may grow out of the solution of a preceding one. At s

26、ome point in this chain of complication and solution, achieved or attempted, the protagonist performs an act or makes a decision which irrevocably commits him to a further course, points toward certain general consequences. This point is usually called the crisis; the complications and solutions whi

27、ch follow work out the logical steps from crisis to find resolution, or denouement. 26 According to the first paragraph of the text, a dramatist （ A） seldom believes what he writes about. （ B） portrays what he experiences in the drams. （ C） concerns himself with the results of human effort. （ D） tri

28、es to convince his audience of what he believes. 27 A drama is arranged mainly in accordance with （ A） the will of the dramatist. （ B） the sequence of events. （ C） the law of dramatic art. （ D） the need of performance. 28 A dramatist usually （ A） clarifies the complicated relationship in his drams.

29、（ B） makes the relationship in his drama more complicated. （ C） hopes to see his protagonist win an easy victory. （ D） likes to present his protagonist as threatening fellows. 29 The word “crisis“ (in the last line but one, Para. 2) most probably implies （ A） a dangerous moment. （ B） the last decisi

30、on. （ C） the crucial point. （ D） a brave engagement. 30 In the text, the author mainly deals with （ A） the necessity of drama in a culture. （ B） some social functions of dramas. （ C） the responsibility of dramatists, （ D） some key elements in drama-making 31 Vinton Cerf, known as the father of the I

31、nternet, said on Wednesday that the Web was outgrowing the planet Earth and the time had come to take the information superhighway to outer space. “The Internet is growing quickly, and we still have a lot of work to do to cover the planet“, Cerf told the first day of the annual conference of the Int

32、ernet Society in Geneva where more than 1,500 cyberspace fans have gathered to seek answers to questions about the tangled web of the Internet Cerf believed that it would soon be possible to send real-time science data on the Internet from a space mission orbiting another planet such as Mars. “There

33、 is now an effort under way to design and build an interplanetary Internet. The space research community is coming closer and closer and merging. We think that we will see interplanetary Internet networks that look very much like the ones we use today. We will need interplanetary gateways and there

34、will be protocols to transmit data between these gateways“, Cerf said. Francois Fluekiger, a scientist attending the conference from the European Particle Physics Laboratory near Geneva, was not entirely convinced, saying. “We need dreams like this. But I dont know any Martian whom Id like to commun

35、icate with through the Internet“. Cerf has been working with NASAs Pasadena Jet Propulsion Laboratory the people behind the recent Mars expedition to design what he calls an “interplanetary Internet protocol“ He believes that astronauts will want to use the Internet, although special problems remain

36、 with interference and delay. “This is quite real. The effort is becoming extraordinarily concrete over the next few months because the next Mars mission is in planning stages now“, Cerf told the conference. “If we use domain names like Earth or Mars jet propulsion laboratory people would be coming

37、together with people from the Internet community. He added. “The idea is to take the interplanetary Internet design and make it a part of the infrastructure of the Mars mission“. He later told a news conference that designing this system now would prepare mankind of future technological advances. “T

38、he whole ides is to create an architecture so the design works anywhere. I dont know where were going to have to put it but my guess is that well be going out there some time“, Cerf said. “If you think 100 years from now, it is entirely possible that what will be purely research 50 years from now wi

39、ll become commercialized“. 31 According to Cerf, the purpose to design interplanetary Internet is to （ A） send real-time science data. （ B） communicate with astronauts. （ C） lay foundation for future technological advances. （ D） commercialize it 32 From the text, we learn that Vinton Cerf is （ A） se

40、eking answers to questions about the Internet web. （ B） working on interplanetary Internet with collaboration of NASA. （ C） trying to commercialize the interplanetary Internet （ D） exploring the possibility of establishing Internet network on Mars. 33 It can be inferred from the last paragraph that

41、（ A） the dram to build interplanetary Internet can be fulfilled in the future （ B） interplanetary Internet will become commercialized in 100 years. （ C） the research of Internet took 50 years. （ D） it will take a long time to build interplanetary Internet. 34 We know from the text that Mars mission

42、is （ A） one of NASAs Internet projects. （ B） an expedition to Mars. （ C） the infrastructure of the interplanetary Internet （ D） to create an architecture on Mars. 35 Which of the following is the main point of the text? （ A） The development of the Internet. （ B） The possibility of space research. （

43、C） Universal information superhighway. （ D） The technological advances of Mars mission. 36 Material culture refers to the touchable, material “things“ physical objects that can be seen, held, felt, used that a culture produces. Examining a cultures tools and technology can tell us about the groups h

44、istory and way of life. Similarly, research into the material culture of music can help us to understand the music culture. The most vivid body of “thing“ in it, of course, is musical instruments. We cannot hear for ourselves the actual sound of any musical, performance before the 1870s when the pho

45、nograph was invented, so we rely on instruments for important information about music-cultures in the remote past and their development. Here we have two kinds of evidence: instruments well preserved and instruments pictured in art. Through the study of instruments, as well as paintings, written doc

46、uments, and so on, we can explore the movement of music from the Near East to China over a thousand years ago, for we can outline the spread of Near Eastern influence to Europe that resulted in the development of most of the instruments on the symphony orchestra. Sheet music or printed music, too, i

47、s material culture. Scholars once defined folk music-cultures as those in which people learn and sing music by ear rather than from print, but research shows mutual influence among oral and written sources during the past few centuries in Europe, Britain and America. Printed versions limit variety b

48、ecause they tend to standardize any song, yet they stimulate people to create new and different songs. Besides, the ability to read music notation has a far-reaching effect on musicians and, when it becomes widespread, on the music-culture as a whole. Music is deep-rooted in the cultural background

49、that fosters it. We now pay more and more attention to traditional or ethnic features in folk music and are willing to preserve the fold music as we do with many traditional cultural heritage. Musicians all over the world are busy with recording classic music in their country for the sake of their unique culture. As always, peoples aspiration will always focus on their individuality rather than universal features that are shared by all cultures alike. One more important part