[考研类试卷]考研英语（阅读）模拟试卷75及答案与解析.doc

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1、考研英语（阅读）模拟试卷 75 及答案与解析Part ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)0 You are going to read a list of headings and a text about having students participate in research. Choose a heading from the list AF that best fits the m

2、eaning of each numbered part of the text(1 5). The first two and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use.AResearch and teaching are compatibleBIts affordableCScientists should have more interdisciplinary collaborationDIt can be done at sc

3、aleECurricula can incorporate researchFInstitutions can share resourcesOur ability to respond to some of the most critical challenges of the near future global health, climate change, energy depends on our ability to fully tap the intellect, passion, and creativity of the next generation of scientis

4、ts and engineers. Researchers have always successfully apprenticed budding scientists in their labs, and inquiry-based learning, research-based courses, and undergraduate research have nurtured the flame of interest students bring with them when they enter college.However, such traditional models of

5、 engagement affect far too few students; the interaction occurs too late to change a students career path; and the opportunity may simply not be available at some institutions. The challenge, highlighted in a Presidents Council of Advisors on Science and Technology report on undergraduate education

6、scheduled for release this month, is to substantially expand opportunities for undergraduate students to participate in research. A number of new initiatives arc testing models for engaging large numbers of students in authentic research experiences as part of their education.【R1】 _Many institutions

7、 have degree plans that build course upon course, reflecting a stepwise approach to understanding the field; but too often, students withdraw mid-sequence. This has been attributed variously to lack of true interest on the students part or to the rigor of the courses. But institutions that have made

8、 room in the curriculum to add “real research“ see an increase in student participation rather than a decrease.【R2】 _The “numbers“ issue is a major challenge that has been directly addressed by several programs. This is particularly important for institutions that serve thousands of potential scient

9、ists but have limited availability for one-on-one research guiding. The Freshman Research Initiative(FRI)at The University of Texas provides authentic research experiences to more than 25 percent of each incoming class of prospective science majorsclose to 600 students each year.【R3】 _Several progra

10、ms have shown that cross-institution collaboration can help bring research experiences to institutions that are not research-intensive or where faculty lack the time necessary to apprentice more than a handful of students. The Genomics Education Partnership, brainchild of Washington University bioch

11、emist Sarah Elgin, provides undergraduates an opportunity to participate in a collaborative genome annotation project. Because the research is largely computer-based, costs are low and participation is a-vailable to students at institutions with limited research facilities.【R4】 _These programs work

12、to ensure that the research and teaching missions of the institutions involved are merged to the benefit of both. They engage the passion and expertise of faculty, reviving their own commitment to their fields. The result is increased research capacity, new project ideas, and the generation of real

13、data.【R5】 _Once established, the cost of these programs can be comparable to traditional lab course sequences. Often, these integrated courses are less expensive, per student, than traditional undergraduate research experiences. Programs like Elgins leverage capacity at the lead investigators home i

14、nstitution to provide authentic research experiences at a cost of $ 200 - 300 per studenta cost that will continue to drop as new innovations appear. Data from each of these programs continues to underscore the benefits of these types of learning environments over traditional labs: students perform

15、better in upper-division course work in science and report increased interest in STEM careers, among other benefits.It is vital that we prepare our future scientists and leaders to participate in the 21st-century scientific enterprise. Universities are increasingly challenged to find innovative ways

16、 to integrate authentic research opportunities for students into the fabric of the institution.1 【R1 】2 【R2 】3 【R3 】4 【R4 】5 【R5 】5 You are going to read a list of headings and a text about ways to be happier, steadier, and more balanced in bodays upside-down world. Choose the most suitable heading

17、from the list A-G for each numbered paragraph(1 5). The first and last paragraphs of the text are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET 1.(10 points)ADo something impressiveBTrust yourselfCChange one thingDStop to refreshEAchieve a

18、 balanced dietFHonor your bodyGWake upTodays world has us all running madly in every direction. We often feel overwhelmed with whats before us. We are losing our joy of life; there is precious little fun and almost non-existent downtime in our lives today. We are masters at multi-tasking; we excel a

19、t doing. Perhaps, its time to rethink the ways we choose to have a life and the ways we choose to fill a life. Is that what you want? Here are five strategies to help you re-find the happiness, steadiness, and balance in your life:【R1】 _I dont mean just “get out of bed or off the couch“, but I mean

20、“become m-i-n-d-f-u-1“. Happiness studies tell us that being mindful is the number one factor in creating a happy life. If we are mindful, we can enjoy every moment. We are no longer robots or automatons beating down the hours as the days slip by.【R2】 _Choose one thing you will do differently. Commi

21、t to making that change every day for 30 days. What happens when you commit to yourself and you keep that commitment? You learn to trust yourself. We are very good at giving our word to our boss, our family, and our friends, but what about ourselves? Do we keep our promises to ourselves? Frequently,

22、 we do not. Thus, it becomes harder and harder to trust ourselves. If we want to be happier, we need to build up some energetic muscle tone and personal will power. We can achieve this by giving our word to ourselves. No matter how tiny the commitment we make, our faithfulness to ourselves creates a

23、 stream of well-being.【R3】 _To be happy and balanced, I suggest you allow yourself to re-find your center. May I suggest you take a few deep breath breaks during your day? You will bring yourself back to center, re-oxygenate your body, and tap into the here and now. Take at least one day off a week.

24、 Have a full non-work day when you can play, rest, relax, or just be a carefree person with no worries. We all need time to refill the well. If we run consistently, our ideas, energies, and creativity become compromised. Be inventive, and find revivifying ways to nurture your overworked self.【R4】 _D

25、o you dance to the oldies in your living room? Do you like to create penguin cupcakes on your day off? Do you find great satisfaction in watering the garden and talking to the birds? What lights us up and turns us on is important. We all know that special and deep memories are helpful in living a ha

26、ppy life.【R5】 _Its time to support our physical selves. Lets begin slowly and work ourselves up to a more optimum way of being. Create some space and time to treat yourself well. Eat well and sensibly most of the time. Remember to have some protein with breakfast; limit sweets to after a meal; limit

27、 caffeine; and choose colorful, whole foods. You and your blood sugar will remain steadier and more stable throughout the day. Move your body in any way that makes you happy; regular physical activity is a definite biochemical boost to happiness and balance.Try these five strategies. They are proven

28、 techniques with big rewards. They cannot hurt, and they can clearly help.6 【R1 】7 【R2 】8 【R3 】9 【R4 】10 【R5 】10 You are going to read a list of headings and a text about informational interviewing. Choose a heading from the list AG that best fits the meaning of each numbered part of the text(1 5).

29、The first and last paragraphs of the text are not numbered. There are two extra headings which you do not need to use.ABuild up a Better Blueprint for Your Future CareerBAffirm Your Dream CareerCDiscover Potential OpportunitiesDGet Inside Information for Your Intended CareerEDistinguish Which Career

30、 Path to FollowFLearn about the Realities of the Work World and What to ExpectGFind the Career You Wanted May be Wrong for YouInformational interviewing is exactly what it sounds likeinterviewing designed to yield the information you need to choose a career path, learn how to break in, and find out

31、if you have what it takes to succeed. Its a highly focused conversation with someone in your career field who can provide you with key information you need to launch your career, often including an evaluation of your resume. Because they are exploratory, informational interviews are particularly eff

32、ective for college students, who can use them to illuminate their career path in several ways, as discussed by students and recent graduates of Stetson University, DeLand, FL. They can help you.【R1】 _Michelle Abrisch, a Stetson MBA graduate, dreamed in college of owning her own business and conducte

33、d informational interviews with entrepreneurs. “The experience was eye-opening to say the least,“ Abrisch says. “Until interviewing the folks I talked to, I had an almost romantic notion of being in business for ones self. After our discussions, I had a better picture of the trials, heartaches and t

34、riumphs involved. “ Based on what she learned, Abrisch chose to learn the ropes from the corporate world before venturing into her own enterprise.【R2】 _Management graduate J. P. Politano notes that before he conducted one of his informational interviews he was completely unsure of what kind of job h

35、e wanted. “Speaking with my interviewee made me realize that many of my points of view, experiences, and desires pointed me to a field like consulting, but I had never known it until we talked. It was as if I was introduced for the first time to something that I had been seeking for years, but was u

36、nsure of what it was,“ Politano says.【R3】 _Although one of Stetson senior Trinity Hundredmarks three attorney interviewees offered a negative view of the law profession, the interviewing process showed her law was the right choice for her. “Since my interviewees were all of different ages and gender

37、s, I got a grasp of the feelings each one had for the field,“ Hundredmark says. “They made me realize how I would like to be as an attorney. “【R4】 _Many jobseekers learn through informational interviews that the careers average salary, hours, working conditions, or opportunities for advancement are

38、not what they imagined. “I actually thought of going into law,“ says Stetson marketing senior Tammy Miller, “but I decided against it,“ partly, Miller says, “from hearing an attorneys firsthand experience that they have such crazy hours that can be very stressful. “【R5】 _You can narrow a wide field

39、down to a specific job. “Informational interviews helped me to learn more about what areas of accounting I may want to enter and those areas that I dont,“ says Tina Markoff, a senior accounting major at Stetson.“Informational interviewing was like a ticket to the real world of business formality,“ o

40、bserves Pulat Tillaboyev, a senior finance major who studies in Florida. “I had a chance to get into the interviewers skin to get more prepared for job interviews. “ Laura Nigro, a market researcher for the Automobile Association of America, echoes the job-interview preparation advantage. “Informati

41、onal interviews better prepared me to ask questions when I was interviewed for the job Im in now,“ Nigro says.11 【R1 】12 【R2 】13 【R3 】14 【R4 】15 【R5 】15 You are going to read a list of headings and a text about leadership. Choose a heading from the list A F that best fits the meaning of each numbere

42、d part of the text(1 5). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use.AThinks PositivelyBKnows That Principles Are More Important than RulesCPossesses a Sense of HumorDCommunicates Facts That Are Hard to TakeECares for Others and

43、 Their Well-beingFHas Integrity and AuthenticityMuch has been written about the tasks of leaders and the skills required for leadership. There has been considerable debate about the question of whether leaders are born or made. Likely behind these arguments is the difference between personal charact

44、eristics that some people have at birth and skills that one can acquire through education and practice. But the important personal characteristics, while they may seem innate in some people, can be cultivated, and indeed, require cultivation in all of us. For unless they are strengthened through con

45、scious attention and cultivation, they can, for example, easily be forgotten or ignored in the craziness of activity often associated with leadership. What are some of these characteristics? One could make many lists, but here are five personal traits that seem especially important A good leader:【R1

46、】 _An effective leader is“genuine“, internally and externally consistent. A good leader is one of whom it can be said,“What you see is what you get“ there is never any wonder as to whether the image, the “person“ presented to the world, really reflects the person. Such a leader has honesty he/she sa

47、ys what he/she means, means what he/she says. A good leader has a consistency of purpose, operates out of discernible principles, and“stands for“something worthwhile and detectable. Honesty and reliability require self-reflection, the ability to understand oneself honestly, the capacity to assess on

48、es strengths and weaknesses accurately, and acceptance of ones self.【R2】 _A good leader takes responsibility seriously but never takes himself seriously. Such a leader can help people relax and get through tough situations in good spirits.【R3】 _A good leader understands that nothing except a great w

49、ork of art can be done by one person alone that something of lasting value is almost always the result of a group effort. But even more than that, a good leader genuinely is concerned with and interested in others. Such concerning means that a good leader is collegial, building a sense of group identity and purpose. A good leader“brings out the best“ in each of those who follow, seeks the development and advanceme