[考研类试卷]考研英语（一）模拟试卷76及答案与解析.doc

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1、考研英语（一）模拟试卷 76 及答案与解析一、Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 0 If the technological revolution continues to have its effects, there will be fewer and fewer jobs available , particularly to schoo

2、l-leavers and those over the age of fifty. 【B1】 _there are only half the number of jobs in the future, men and women will have to share them. Two people will【B2】_work only twenty hours each【B3】_the forty they are currently【B4】 _to. It is a well-known fact that those who suffer from stress at work ar

3、e often not high-powered executives but【B5 】_workers doing boring, 【B6】_jobs, especially those on production lines. Unemployment often has a【B7】_effect on its victims. If we wish to prevent this type of stress and the depression that frequently follows long periods of it, we will have to find ways o

4、f educating people to【B8】_this sudden increase in leisure time.Many have already【B9】_pills and tablets to【B10】_sleeplessness and anxiety, two of the symptoms of long-term stress and depression. In America, we【B11 】_$ 650 million a year on different kinds of medicines. We【B12】_an astonishing three mi

5、llion sleeping tablets every night. 【B13 】_these “drug of the mind“ can be extremely useful in cases of crisis, the majority of patients would be【B14】_without them.The boredom and frustration of unemployment are not the only【B15】_of stress; poor housing, family problems, overcrowding and financial w

6、orry are all significant factors. 【B16】_,doctors believe that if people learnt to breathe properly, took more exercise, used their leisure time more【B17】_and expressed their anger instead of【B18】_it up, they would not depend so much on drugs, 【B19 】_treat only the【B20】_and not the cause of the stres

7、s.1 【B1 】（A）Though（B） When（C） Since（D）If2 【B2 】（A）otherwise（B） subsequently（C） therefore（D）simultaneously3 【B3 】（A）instead of（B） other than（C） no more than（D）as well as4 【B4 】（A）amounted（B） put（C） accustomed（D）familiarized5 【B5 】（A）efficient（B） deficient（C） skillful（D）unskilled6 【B6 】（A）repetitive（B

8、） challenging（C） demanding（D）exhausted7 【B7 】（A）similar（B） same（C） diverse（D）different8 【B8 】（A）idle away（B） cope with（C） cut into（D）set aside9 【B9 】（A）fell on（B） switched to（C） held on（D）turned to10 【B10 】（A）combat（B） campaign（C） contest（D）struggle11 【B11 】（A）cost（B） repay（C） take（D）spend12 【B12 】（

9、A）digest（B） swallow（C） purchase（D）manufacture13 【B13 】（A）Although（B） Since（C） Whereas（D）If14 【B14 】（A）deteriorating（B） better off（C） worsening（D）suffering15 【B15 】（A）reasons（B） outcomes（C） consequences（D）causes16 【B16 】（A）Furthermore（B） Nevertheless（C） Moreover（D）Additionally17 【B17 】（A）thoroughly（B

10、） enthusiastically（C） actively（D）skillfully18 【B18 】（A）making（B） putting（C） bringing（D）bottling19 【B19 】（A）what（B） whichever（C） that（D）which20 【B20 】（A）symptoms（B） indications（C） signatures（D）appearancesPart ADirections: Read the following four texts. Answer the questions below each text by choosing

11、 A, B, C or D. (40 points)20 As the government launches the National Year of Music, a new report confirms that learning an instrument has many benefits for children. Learning a musical instrument at school improves childrens behavior, memory and intelligence, a government-commissioned study has foun

12、d, as ministers launch the first National Year of Music.Professor Susan Hallam of the Institute of Education, University of London, analyzed scores of researchers studies on the benefits of music to children. She found researchers had discovered that learning to play an instrument enlarges the left

13、side of the brain. This leads musically-trained pupils to remember almost a fifth more information. Hallarns research review was commissioned by the Department for Children, Schools and Families as part of a drive to persuade more children in England to play a musical instrument.The government hopes

14、 to double the number of children, aged 7 to 11 , who are given a chance to learn an instrument for free by 2011. The government says that now over half of primary-aged children learn an instrument. A study contrasting the impact of music lessons with that of drama classes found music lessons, over

15、time, increased pupils IQ by 7 points, compared to 4.3 points for drama lessons.Several U. S. studies have found that plaving an instrument improves childrens behavior. This was because working in small musical groups requires trust, respect and compromise, Hallam said. “ In adolescence , music make

16、s a major contribution to the development of self-identity and is seen as a source of support when young people are feeling troubled or lonely. “ Hallam said. But singing or piano lessons do not necessarily improve childrens maths ability. “The relationship between maths and active musical engagemen

17、t has had mixed results. “ Hallam said.330m has been invested in music “inside and outside the classroom“ in the last year. Long-haired rock guitarists will take part in what the government has called the biggest music lesson ever. And some of the countrys best-known artists will play in the classro

18、oms.Music is at the very heart of British popular cultureits what kids talk about, its what they aspire to. Young people need to know that they can only become stars by mastering the basics when theyre young and by learning about a range of music, from classical to country. This is exactly why we ne

19、ed worldclass music education in schools. We know that learning to play an instrument can improve both reading and writing. It is right that music should play an important role in school life and beyond.21 Which of the following is among the benefits of learning an instrument for children?（A）Improvi

20、ng behaviors and relieving stress.（B） Promoting growth and improving intelligence.（C） Boosting confidence and improving intelligence.（D）Improving intelligence and strengthening memories.22 According to Susan Hallam, musically-trained pupils_.（A）can do well in maths（B） have a better memory（C） will ma

21、ke more friends（D）overcome difficulties more easily23 One of the findings of the U. S. studies on playing musical instruments is that_.（A）singing lessons can improve childrens maths ability（B） music has little effect on childrens negative emotions（C） group musical work is helpful to improve children

22、s behavior（D）trust and respect are most important for learning music24 Music is very important in school life because playing a musical instrument can improve_.（A）reading and writing（B） listening and writing（C） maths and reading（D）listening and maths25 Which of the following is the best title of thi

23、s passage?（A）The Impact of Music Lessons（B） The First National Year of Music（C） The Benefits of Music Education for Children（D）The Heart of British Popular Culture25 For health insurance, the United States has taken the road less traveled. The United States is the only rich country without universal

24、 health insurance. People in the United States spend the most, rely heavily on the private sector, and obtain care from the worlds most complicated delivery system. While some supporters have expressed satisfaction, if not pride, in these remarkable qualities, others contend that the United States f

25、aces unique limitations in reforming health care.In her exceptional book, Parting at the Crossroads, Antonia Maioni compares the formation of the U. S. and Canadian health-care systems for the years 1930 - 1960. The United State and Canada are often considered the most similar of Western democracies

26、. They share a common border, are wealthy, and have federal government. Their trade unions are only moderately powerful, and their populations are diverse and young. Nevertheless, their health-insurance systems are nearly opposite. The United States relies on a mix of government plans, targeted to t

27、he elderly and indigent, and employment-based plans, which the government indirectly supports. Canada offers public health insurance to all qualified residents, with the private sector providing supplementary services in some provinces.Labor organizations became strong advocates for health-insurance

28、 reform in both countries. Their impact partially depended on political institutions and how other actors, particularly organized medicine, wielded them. Canadas governmental and electoral systems allowed labor to cooperate with a social democratic party in the Saskatchewan province, which establish

29、ed a universal program. The Saskatchewan program demonstrated universal insurance feasibility, spurring the dominant liberals to introduce a national universal program. In contrast, the U. S. electoral system effectively precluded third-party formation, forcing organized labor to dilute its health-i

30、nsurance goals because it was one of many interests represented by the Democratic Party.Maioni suggests that economic vitality is important for the future of both countries systems, but the prognosis is uncertain. Despite recent concerns about the Canadian governments budgetary health, Maioni conten

31、ds that widespread support protects universal insurance. Conversely, Maioni seems pessimistic about options for U. S. universal health insurance. Despite economic buoyancy, dissension will likely prevent reforms. Although a devastating economic downturn would make health finance difficult in either

32、country, the U. S. system seems especially vulnerable. Employment-based insurance and medicare both rely on labor market attachment. High, chronic unemployment could result in coverage loss and financial difficulties for employer insurance and medicare, swelling the uninsured pool. Such a crisis cou

33、ld provide an opening for universal health insurance. In any case, whether the United States relies on the public or private sector, escalating health expenditures figure into budgets of government, corporations, and families. The U. S. health care systems future may depend on Americans willing to d

34、evote more of their national income to health care.26 From the first sentence we learn that the United States _.（A）has gone astray about what it does with health insurance（B） has complicated its health insurance policy and confused its people（C） has reformed its health care to their average peoples

35、satisfaction（D）carries out a different health insurance policy from other Western countries27 Canadian health-care systems are different from those of the U. S. in that _.（A）the federal government is directly responsible for them（B） private sectors in Canada play a more important role（C） the governm

36、ent only indirectly supports the employment-based plans（D）the trade unions in both countries are only moderately powerful in such matters28 The vulnerability of the U. S. insurance systems lies in _.（A）its failure to extend its coverage to the poor and elderly（B） its excessive dependence on the labo

37、r market（C） Americans“ willingness to buy insurance（D）the willingness of the government to invest in them29 The Saskatchewan program in Canada shows that_.（A）the labor union of a country can play a positive role in health-insurance reform（B） universal health insurance is practicable in a federal gov

38、ernment（C） a third party is needed to coordinate the efforts of the government and the labor union（D）the electoral system has a direct impact on the insurance plan30 The passage is most likely to be（A）a summary of a government-sponsored program in health policy study（B） a review of a book in health-

39、care system study（C） a survey of the influence of economic policies on the health-care system（D）a critical commentary on the U. S. health-care system30 The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus

40、of recent research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deli

41、berate harm, but rather simply assign punishment for transgressions on the basis of the magnitude of the negative consequences caused. According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism(rules made by authorities must

42、be obeyed)and imminent justice(if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of a transgression. However, in recent research, Keasey found that six-year-old children not only distinguish b

43、etween accidental and intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in whic

44、h they accept social rules but view them as more arbitrary than do children in the first stage.Keaseys research raises two key questions for developmental psychologists about children under age seven; do thev recognize justifications for harmful actions, and do they make distinctions between harmful

45、 acts that are preventable and those acts that have unforeseen harmful consequences? Studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or no

46、t an aggressors action was justified by public duty: five-year-olds reacted very differently to “Bonnie wrecks Anns pretend house“ depending on whether Bonnie did it “so somebody wont fall over it“ or because Bonnie wanted “to make Ann feel bad“. Thus, a child of five begins to understand that certa

47、in harmful actions, though intentional, can be justified; the constraints of moral absolutism no longer solely guide their judgments.Psychologists have determined that during kindergarten children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintention

48、al harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the perpetrator cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus d

49、emonstrating that they had become morally autonomous.31 According to the passage, Piaget and Keasey would have different views on the points that_.（A）the kinds of excuses children give for harmful acts they commit（B） the justifications children recognize for mitigating punishment for harmful acts（C） the age at which children begin to discriminate between intentional and unintentional harm（D）the circumstances under which