[考研类试卷]GCT工程硕士（英语）模拟试卷153及答案与解析.doc

《[考研类试卷]GCT工程硕士（英语）模拟试卷153及答案与解析.doc》由会员分享，可在线阅读，更多相关《[考研类试卷]GCT工程硕士（英语）模拟试卷153及答案与解析.doc（25页珍藏版）》请在麦多课文档分享上搜索。

1、GCT 工程硕士（英语）模拟试卷 153 及答案与解析一、Part I Vocabulary and StructureDirections: There are ten incomplete sentences in this part. For each sentence there are four choices marked A, B, C and D. Choose the one that best completes the sentence. Mark your answer on the ANSWER SHEET with a single line through the

2、 center.1 It has been estimated that the earths surface temperature has increased _ one quarter to three fourths of a degree since 1850.（A）by（B） at（C） to（D）with2 The girl will not become a nurse because she will faint at the _ of blood.（A）vision（B） eyes（C） sight（D）view3 I probably know him _ but not

3、 _.（A）by the sight; by name（B） by a sight; by name（C） by sight; by name（D）by the sight; by the name4 The girl will not become a nurse because she will faint at the _ of blood.（A）vision（B） eyes（C） sight（D）view5 If I hadnt stood under the ladder to catch you when you fell, you _ now.（A）wouldnt be smil

4、ing（B） couldnt have smiled（C） wont smile（D）didnt smile6 The_ choice for a consumer, therefore, is the choice among the available ones that will enable him or her to maximize utility.（A）optimal（B） optional（C） optical（D）optimistic7 The local people could hardly think of any good way to _poverty they h

5、ad endured.（A）shake off（B） ward off（C） put off（D）take off8 In 1914, an apparently insignificant event in a remote part of Eastern Europe _ Europe into a great war.（A）inserted（B） imposed（C） pitched（D）plunged9 He liked the painting very much, which cost him $1,000. However, he would gladly have paid _

6、 for it.（A）as much twice（B） much as twice（C） twice as much（D）as twice much10 The issue _ at the conference is very important and it will create a sensation nationwide.（A）discussed（B） being discussed（C） is being discussed（D）has been discussed二、Part II Reading ComprehensionDirections: In this part the

7、re are four passages, each followed by five questions or unfinished statements. For each of them, there are four choices marked A, B, C, and D. Choose the best one and mark your answer on the ANSWER SHEET with a single line through the center.10 Imagine a world in which children would be the rulers

8、and could decide not only the outcome of each and every occurrence, but also dictate the very structure and form of the environment. In this world, a childs wildest thoughts would become reality, limited only by the extent of his or her imagination.While such a world might sound both fantastic and f

9、rightening, at least from a logical, adult perspective, it does exist. Whats more, it has been in existence for some time and is populated by hundreds of thousands of children who spend hours within its boundaries experimenting and learning. This world is not real, at least not in the traditional se

10、nse, but exists within a computer and is generated by an educational programming language called LOGO. Unlike other computer languages and programs that are designed to test children and provide applications that formally dispense information, LOGO allows children, even preschool children, to be in

11、total control. Children teach the computer to think and as a result develop and sharpen their own reasoning abilities.11 In the imagined world _ would restrict childrens wildest thoughts.（A）the limits of their imagination（B） the structure and form of the environment（C） the reality of life（D）the rule

12、s of the society12 LOGO is _.（A）an educational testing program（B） a computer language（C） an information dispenser（D）an unreal world13 Children are rulers _.（A）in the traditional sense（B） within the boundaries of LOGOs world（C） with all computer languages and programs（D）in the adult world14 LOGO is u

13、nique because _.（A）it is an educational program（B） it is in total control of human beings（C） it allows children to teach the computer to think（D）children use it15 The best title for this passage would be _.（A）Children Rule the World（B） Computer Languages（C） The Unreal World of the Child and LOGO（D）C

14、hildren Learn Reasoning Using LOGO15 I doubt that any historically valid treatment of that presidential administration can emerge for at least another decade, if then. I confess that when I came out of the White House I signed up to do an “insider volume,“ but sober, professional second thoughts hav

15、e led me to put that project on ice until at least 1980. The problem is that I simultaneously know too much, and not enough. I know what I thought was happening. But I cannot fully document what happened. And I have seen enough highly classified documents to know that most of what the observers thou

16、ght was happening was at best half right, at worst dead wrong. This has steered me in a different direction as far as writing is concerned. I am now preparing what is frankly and unashamedly an ex parte memoir, “My Experiences in Washington, D. C. “ It is based on what I believed to be true, on the

17、picture as I conceptualized it, of the presidential administration under which I worked.16 According to the speaker, the problem with “insider volumes“ is that they_.（A）tell things that should not be told（B） lack historical perspective（C） are too sensational（D）often intentionally distort me truth17

18、When the speaker says that he “put mat project on ice,“ he means that he_.（A）put it in the refrigerator（B） gave up on it completely（C） took a rather cold attitude towards it（D）put it aside until later18 When the speaker says that he simultaneously knew “too much, and not enough,“ he means that he wa

19、s_.（A）more perceptive than others who were involved at this time（B） too close to the events to see them objectively（C） unable to see any significance in current events（D）confused by the number of important events that were taking place19 The speakers experience in reading classified documents made h

20、im realize that_.（A）others had been mistaken in interpreting events that they had observed（B） others knew more about current events than he did（C） he was the only responsible person who knew the truth about government affairs（D）he was a more impartial observer than anyone else in the government20 Ac

21、cording to the speaker, “My Experiences in Washington,D.C. will deal with_.（A）secret documents never before released to the public（B） an insiders“ conceptualization of the governments failures（C） his personal view of that presidential era（D）the administrative problems of the president21 Americans to

22、day dont place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical educationnot to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our scho

23、ols arent difficult to find.“Schools have always been in a society where practical is more important than intellectual“, says education writer Diane Ravitch. “Schools could be a counterbalance“. Razitchs latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectua

24、lism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defe

25、nd their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shortis, “We will become a second-rate country. We will have a less civil society“.“Intellect is resented as a form of power or privilege“, writes historian

26、 and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anyth

27、ing that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on ch

28、ildren: “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing“. Mark Twains Huckleberry Firm exemplified American anti-intellectualism. Its hero avoids being civilizedgoing to school and learning to read so he

29、 can preserve his innate goodness.Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examine

30、s, ponders, wonders, theorizes, criticizes and imagines.School remains a place where intellect is mistrusted. Hofstadter says our countrys educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who

31、 show the least intellectual promise“.21 What do American parents expect their children to acquire in school?（A）The habit of thinking independently.（B） Profound knowledge of the world.（C） Practical abilities for future career.（D）The confidence in intellectual pursuits.22 We can learn from the text t

32、hat Americans have a history of_.（A）undervaluing intellect.（B） favoring intellectualism.（C） supporting school reform.（D）suppressing native intelligence.23 The views of Ravish and Emerson on schooling are _.（A）identical.（B） similar.（C） complementary.（D）opposite.24 Emerson, according to the text, is p

33、robably _.（A）a pioneer of education reform.（B） an opponent of intellectualism.（C） a scholar in favor of intellect.（D）an advocate of regular schooling.25 What does the author think of intellect?（A）It is second to intelligence.（B） It evolves from common sense.（C） It is to be pursued.（D）It underlies po

34、wer.25 Tony Huesmana heart transplant recipient(接受者)who livcd a record 31 years with a single donated organ has died at age 51 of leukemia(白血病), but his heart will going strong“He had leukemia” his widow Carol Huesmon said“His heartbelieve it or notheld out. His heart never gave up until the endwhen

35、 it had to” Huesman got heart transplant in 1978 at Stanford UniversityThat was just 11 years after the worlds first heart trasplant was performed in South AfricaAt his deathHuesman was listed as the worlds longest survivor of a single tranplanted heart both by Stanford and the RichmondVirginia-base

36、d United Network for Organ Sharing. “Im a living proof of a person who can go through a life-threatening illnesshave the operation and return to a productive life” Huesman told The Dayton Daily News in 2006 Huesman worked as marketing director at a sporting-goods storeHe was found to have serious he

37、art disease while in high schoolHis heart attacked by a pncumonia(肺炎)viruswas almost four times its normal size from trying to pump blood with weakened muscles Huesmans sister, Linda Huesmaa Lambalso was strieken with the same problem and receive a heart transplant in 1983The two were the nations fi

38、rst brother and sister heart transplant recipientsShe died in 1991 at age 29 Huesman founded the Huesman Heart Foundation in Daytonwhich seeks to reduce heart disease by educating children and offers a nursing scholarship in honor of his sister26 Tony Huesman died from_（A）heart failure（B） heart tran

39、splant（C） pncumonia（D）non-heart-related disease 27 The phrase “held out”(Para.1)probably means“_”（A）failed suddenly（B） functioned properly（C） expanded gradully（D）shrank progressively 28 After his heart transplant, Tony Huesman_. （A）lived a normal life（B） received another donated organ（C） couldnt go

40、back to word（D）didnt live as long as expected 29 Tony Huesman died in the year of_（A）1983（B） 1991（C） 2006（D）2009 30 Huesman had to receive a heart transplant beacause_.（A）he had an inherited heart disease（B） he was born with heart disability（C） his heart was infected by a virus（D）his heart was injur

41、ed in an accident 三、Part III ClozeDirections: There are ten blanks in the following passage. For each numbered blank, there are four choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET with a single line through the center.30 Most of the people who appear most

42、often and most gloriously in the history books are great conquerors and generals and soldiers, whereas the people who really helped civilization forward are often never mentioned at all. We do not know who first set a broken leg, or launched a seaworthy boat, or calculated the【31】of the year, or man

43、ured a field; but we know【32】about the killers and destroyers. People think a great deal of them, so【33】so that on all the highest pillars in the great cities of the world you will find the figure of a conqueror or a general or a soldier. And I think most people believe that the greatest countries a

44、re【34】that have beaten in battle the greatest number of other countries and ruled over them as conquerors. It is just possible they are,【35】they are not the most civilized. Animals fight; so do savages; hence to be good at fighting is to be good in the way in【36】an animal or a savage is good, but it

45、 is not to be civilized. Even being good at getting other people to fight for you and【37】them how to do it most efficiently - this, after all, is【38】conquerors and generals have done - is not being civilized. People fight to settle quarrels. Fighting means killing, and civilized peoples ought to be

46、able to find some way of settling their disputes other【39】by seeing which side can kill off the greater number of other side, and then【40】that that side which has killed most has won.（A）number（B） length（C） depth（D）width（A）all（B） whole（C） anything（D）nothing（A）many（B） much（C） more（D）little（A）those（B）

47、these（C） ones（D）some（A）since（B） as（C） and（D）but（A）fact（B） which（C） that（D）what（A）tell（B） request（C） telling（D）requesting（A）which（B） what（C） that（D）whatever（A）than（B） way（C） means（D）method（A）chatting（B） talking（C） saying（D）mumbling四、Part IV Dialogue CompletionDirections: In this part, there are ten s

48、hort incomplete dialogues between two speakers, each followed by four choices marked A, B, C, and D. Choose the one that most appropriately suits the conversational context and best completes the dialogue. Mark your answer on the ANSWER SHEET with a single line through the center.41 Telephone enquir

49、y Clerk: Lost property department. Can I help you? Phone caller: _ I left it on the “Margate Mermaid“ when we cross from Olsten Yesterday morning.（A）I want you help me find my lost camera.（B） I wonder if you have a camera of mine.（C） Do you think if you have a camera of mine?（D）I doubt if you could help me find my lost camera.42 Conversation between two strangers at a party. Ches