[考研类试卷]考研英语模拟试卷59及答案与解析.doc

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1、考研英语模拟试卷 59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 Many teachers believe that the responsibilities for learning lie with the student. (1)_ a long reading assignment is given, instruct

2、ors expect students to be familiar with the (2)_ in the reading even if they do not discuss it in class or take an examination. The (3)_ student is considered to be (4)_ who is motivated to learn for the sake of (5)_, not the one interested only in getting high grades. Sometimes homework is returned

3、 (6)_ brief written comments. but without a grade. Even if a grade is not given, the student is (7)_ for learning the material assigned. When research is (8)_, the professor expects the student to take it actively and to complete it with (9)_ guidance. It is the (10)_ responsibility to find books, m

4、agazines, and articles in the library. Professors do not have the time to explain (11)_ a university library works; they expect students, (12)_ graduate students, to be able to exhaust the reference (13)_ in the library. Professor will help students who need it, but (14)_ that their students should

5、not be (15)_ dependent on them. In the United States professors have many other duties (16)_ teaching, such as administrative or research work. (17)_, the time that a professor can spend with a student outside of class is (18)_. If a student has problems with classroom work, the student should eithe

6、r (19)_ a professor during office hours (20)_ make an appointment. （ A） If （ B） Although （ C） Because （ D） Since （ A） suggestion （ B） context （ C） abstract （ D） information （ A） poor （ B） ideal （ C） average （ D） disappointed （ A） such （ B） one （ C） any （ D） some （ A） fun （ B） work （ C） learning （ D）

7、 prize （ A） by （ B） in （ C） for （ D） with （ A） criticized （ B） innocent （ C） responsible （ D） dismissed （ A） collected （ B） distributed （ C） assigned （ D） finished （ A） maximum （ B） minimum （ C） possible （ D） practical （ A） students （ B） professors （ C） assistants （ D） librarians （ A） when （ B） what

8、 （ C） why （ D） how （ A） particularly （ B） essentially （ C） obviously （ D） rarely （ A） selections （ B） collections （ C） sources （ D） origins （ A） hate （ B） dislike （ C） like （ D） prefer （ A） too （ B） such （ C） much （ D） more （ A） but （ B） except （ C） with （ D） besides （ A） However （ B） Therefore （ C）

9、 Furthermore （ D） Nevertheless （ A） plentiful （ B） limited （ C） irregular （ D） flexible （ A） greet （ B） annoy （ C） approach （ D） attach （ A） or （ B） and （ C） to （ D） but Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 Th

10、e origin of continental nuclei has long been a puzzle. Theories advanced so far have generally failed to explain the first step in continent growth, or have been subject to serious objections. It is the purpose of this article to examine the possible role of the impact of large meteorites or asteroi

11、ds in the production of continental nuclei. Unfortunately, the geological evolution of the Earths surface has had an obliterating effect on the original composition and structure of the continents to such an extent that further terrestrial investigations have small chance of arriving at an unambiguo

12、us answer to the question of continental origin. Paradoxically, clues to the origin and early history of the surface features of the Earth may be found on the Moon and planets, rather than on the Earth, because some of these bodies appear to have had a much less active geological history. As a resul

13、t, relatively primitive surface features are preserved for study and analysis. In the case of both the Moon and Mars, it is generally concluded from the appearance of their heavily cratered surfaces that they have been subjected to bombardment by large meteoroids during their geological history. Lik

14、ewise, it would appear a reasonable hypothesis that the Earth has also been subjected to meteoroid bombardment in the past, and that very large bodies struck the Earth early in its geological history. The largest crater on the Moon listed by Baldwin has a diameter of 285 km. However, if we accept th

15、e hypothesis of formation of some of the mare basins by impact, the maximum lunar impact crater diameter is probably as large as 650 km. Based on a lunar analogy, one might expect several impact craters of at least 500 km diameter to have been formed on Earth. By applying Baldwins equation, the dept

16、h of such a crater should be about 20 km. Baldwin admits that his equation gives excessive depths for large craters so that the actual depth should be somewhat smaller. Based on the measured depth of smaller lunar craters, a depth of 10 km is probably a conservative estimate for the diameter of a 50

17、0 km impact crater. Baldwins equation gives the depth of the zone of brecciation for such a crater as about 75 km. The plasticity, of the Earths mantle at the depth makes it impossible to speak of “brecciation“ in the usual sense. However, local stresses may be temporarily sustained at that depth, a

18、s shown by the existence of deep-focus earthquakes. Thus, short-term effects might be expected to a depth of more than 50 km in the mantle. Even without knowing the precise effects, there is little doubt that the formation of a 500 km crater would be a major geological event. Numerous authors have c

19、onsidered the geological implications of such an event. Donn et al. have, for example, called on the impact of continent-size bodies of sialic composition to form the original continents. Two major difficulties inherent in this concept are the lack of any known sialic meteorites, and the high probab

20、ility that the energy of impact would result in a wide dissemination of sialic material, rather than its concentration at the point of impact. Gilvarry, on the other hand, called on meteoroid impact to explain the production of ocean basins. The major difficulties with this model are that the morpho

21、logy of most of the ocean basins is not consistent with impact, and that the origin and growth, of continents is not adequately explained. We agree with Donn et al. that the impact of large meteorites or asteroids may have caused continent formation, but would rather think in terms of the localized

22、addition of energy to the system, rather than in terms of the addition of actual sialic material. 21 A mare basin is_. （ A） a formula for determining the relationship between the depth and width of craters （ B） a valley that is filled in when a spatial body has impact with the moon or the earth （ C）

23、 a planetoid(small planet)created when a meteorite, upon striking the moon, breaks off a Part of the moon （ D） a dark spot on the moon, once supposed to be a sea, now a plain 22 The writer does not believe that_. （ A） an asteroid is larger than a meteorite （ B） material from space, upon hitting the

24、earth, was eventually distributed （ C） the earth, at one time, had craters （ D） oceans were formerly craters 23 The passage is primarily concerned with_. （ A） the origin of continents （ B） the relationship between astral phenomena and the moon （ C） differences of opinion among authoritative geologis

25、ts （ D） the relationship between asteroids and meteorites 24 Sialic material refers to_. （ A） the broken,rock resulting from the impact of a meteorite against the earth （ B） material that exists on planets other than the earth （ C） a composite of rock typical of continental areas of the earth （ D） m

26、aterial that is man-made to simulate materials that existed far back in geological history 25 The theory that ocean basins were caused by meteoroid impact_. （ A） has fallen into wide dispute ever since it was proposed （ B） fails to explain how continents were originated and have changed （ C） was dis

27、carded as unacceptable immediately after it was proposed （ D） rightly explains the formation of most of the ocean basins 26 The point of the restorationist Critique of preservationism is the claim that it rests on an unhealthy dualism that conceives nature and humankind as radically distinct and opp

28、osed to each other. Dissatisfaction with dualism has “for some time figured prominently in the unhappiness of environmentalists with mainstream industrial society.“ However, the writings of the restorationists themselves particularly, William Jordan and Frederick Turner-offer little evidence to supp

29、ort this accusation. In their view, preservationists are filled with the same basic mind-set as the industrial mainstream, the only difference being that the latter ranks humans over nature while the former elevates nature over humans. While it is perhaps puzzling that Jordan and Turner do not see t

30、hat there is no logic that requires dualism as a philosophical basis for preservation, more puzzling is the sharpness and ruthlessness of their attack on preservationists, reinforced by the fact that they offer little, if any, criticism of those who have robbed the natural world. The crucial questio

31、n, however, about the restorationist outlook has to do with the degree to which the restorationist program is itself faithful to the first principle of restoration: that nature and humanity are fundamentally united rather than separate. Rejecting the old domination model, which sees humans as over n

32、ature, restoration theory supports a model of community participation. Yet some of the descriptions that Jordan and Turner give of what restorationists are actually up to for example, Turners description of humans as “the lords of creation“, or Jordans statement that “the fate and well being of the

33、biosphere depend ultimately on us and our relationship with it“ are not consistent well with the community participation model. Another holistic model namely, that of nature as an organism might be more serviceable to the restorationists. As with the community model, the “organic“ model pictures nat

34、ure as a system of interconnected parts. A fundamental difference, however, is that in an organism the parts are wholly useful to the life of the organism. If we could think of the biosphere as a single living organism and could identify humans with the brain (or the DNA), or control center, we woul

35、d have a model that more closely fits the restorationists view. However, to consider humans as the control center of the living earth is to attribute to them a dominating role in nature. Is this significantly different from the old-fashioned domination model? In both systems humans hold the place of

36、 highest authority and power in the world. Also neither view recognizes any limits to the scope and range of reasonable human manipulation in the world. This does not mean that there are no restrictions, only beneficial manipulation, should be undertaken. But it does not mean that nothing is off-lim

37、its. A further parallel is that, because the fate of the world rests on humans, they must have a clear idea of what needs to be done. There are also important differences between the two theories. For example, restorationists no longer view the world in the old dominationist way as a passive object.

38、 And though both assign to humans a controlling role in the world, dominationists conceive this in terms of conquest while restorationists conceive it in terms of healing. Also, restorationists insist that the ideas which must serve to guide our work in the world are drawn not solely from a consider

39、ation of human needs and purposes but from an understanding of the biosphere; as a result, they are more conscious than dominationists of our capacity to human nature. 26 The author would probably agree that preservationists_. （ A） are not critical engugh of those who have robbed the natural world （

40、 B） base their ideas on an unhealthy dualism （ C） have the same basic mind-set as the industrial mainstream （ D） have been unfairly criticized by restorationists 27 Which of the following best expresses the function of the first paragraph in relation to the passage as a whole? （ A） To establish the

41、parameters of a following debate about mans role in nature. （ B） To identify problem areas within a school of thought, which are then explored in greater detail. （ C） To discuss secondary issues as an introduction to a more detailed examination of a primary issue. （ D） To provide a historical backgr

42、ound for a discussion of modern-day issues of public concern. 28 In asserting that the organic model might be “more serviceable to the restoratioulsts“ (Para. 3), the author implies that_. （ A） the descriptions by Turner and Jordan of the restorationists program conform more closely to the organic m

43、odel than to the community-participation model （ B） the organic model is more consistent than the community-participation model with the principle of restoration （ C） the organic model is more consistent with the restorationists agenda than with the preservationists program （ D） holistic models are

44、more useful to the restorationists than is the dualist model 29 The authors primary criticism of the restorationists is that_. （ A） they assign to humans a controlling role in the word （ B） they reject the most workable model for both humans and nature （ C） their critique of preservationism is not w

45、ell supported （ D） their program does not coincide with their principles 30 The restorationists and dominationists differ with respect to all of the following EXCEPT_. （ A） their conception of the role that humans play in the world （ B） their level of awareness regarding the environmental consequenc

46、es of human activity （ C） their view as to what kind of restrictions on human manipulation of nature are reasonable （ D） their degree of awareness of the disastrous effect of human activities on nature 31 Scholars and students have always been great travelers. The official case for “academic mobilit

47、y“ is now often stated in impressive terms as a fundamental necessity for economic and social progress in the world, and debated in the corridors of Europe, but it is certainly nothing new. Serious students were always ready to go abroad in search of the most stimulating teachers and the most famous

48、 academies; in search of the purest philosophy, the most effective medicine, the likeliest road to gold. Mobility of this kind meant also mobility of ideas, their transference across frontier, their simultaneous impact upon many groups of people. The point of learning is to share it, whether with st

49、udents or with colleagues; one presumes that only eccentrics have no interest in being credited with a startling discovery, or a new technique. It must also have be6n reassuring to know that other people in other parts of the word were about to make the same discovery or were thinking along the same lines, and that one was not quite alone, confronted by inquisition, ridicule or neglect. In the twentieth century, and particularly in the last 2