最新考研《英语(一)》冲刺模拟试题及答案解析(二)

考研《英语(一)》冲刺模拟试题及答案解析(二)
Section ⅠUse of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points) It is generally recognized in the world that the second Gulf War in Iraq is a crucial test of high-speed web. For decades, Americans have anxiously 1 each war through a new communication 2, from the early silent film of World War I to the 24-hour cable news 3 of the first Persian Gulf War.
Now, 4 bombs exploding in Baghdad, a sudden increase in wartime 5 for online news has become a central test of the 6 of high-speed Internet connections. It is also a good 7 both to attract users to online media 8 and to persuade them to pay for the material they find there, 9 the value of the Cable News Network persuaded millions to 10 to cable during the last war in Iraq.
11 by a steady rise over the last 18 months in the number of people with high-speed Internet 12, now at more than 70 million in the United States, the web sites of many of the major news organizations have 13 assembled a novel collage (拼贴) of 14 video, audio reports, photography collections, animated weaponry 15, interactive maps and other new
digital reportage.
These Internet services are 16 on the remarkable abundance of sounds and images 17 from video cameras 18 on Baghdad and journalists traveling with troops. And they have found a 19 audience of American office workers 20 their computers during the early combat. (245 words)
1. [A] notified [B] publicized [C] followed[D] pursued
2. [A] means[B] medium[C] method [D]measure
3. [A] coverage[B] publication [C] convention [D] conveyance
4. [A] during[B] in [C] as [D] with
5. [A] report [B] demand[C] concern[D] prospect
6. [A] ability [B] chance [C] potential [D] power
7. [A] opportunity [B] perspective [C] message [D] response
8. [A] outlets [B] resources[C] circumstances[D] positions
9. [A] for all that[B] now that [C] just as[D] as if
10. [A] subject[B] contribute[C] apply [D] subscribe
11. [A] Discouraged [B] Inspired [C] Impressed[D] Effected
12. [A] approach [B] usage[C] application[D] access
13. [A] radically [B] plausibly [C] orderly[D] hastily
14. [A] living[B] alive[C] live [D] lively
15. [A] destruction [B] displays [C] installation [D] contest
16. [A] capitalizing [B] embarking[C] broadcasting[D] operating
17. [A] accessible [B] desirable [C] feasible[D] available
18. [A] focused[B] rested [C] reckoned [D] depended
19. [A] continuous [B] perpetual[C] captive [D] temporary
20. [A] with [B] at [C] beside[D] near
Section ⅡReading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
(40 points)
Text1
Of all the areas of learning the most important is the development of attitudes: emotional reactions as well as logical thought processes affect the behavior of most people. “The burnt child fears the fire” is one instance; another is the rise of despots like Hitler. Both these examples also point up the fact that attitudes come from experience. In the one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were influenced largely by the speeches they heard and the books they read.
The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose words are highly regarded by them.
Another reason it is true is that pupils often devote their time to a
subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico his teacher s method of handling such a unit would greatly affect his attitude toward Mexicans.
The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions.
However, when children go to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences.
To illustrate, first-grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.
Finally, a teacher must constantly evaluate her own attitudes, because her influence can be negative if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decision as a result of
objective analysis of all the facts. (377 words)
Notes: point up (=emphasize)强调，突出。

touch upon 触及。

creed 信条，教义。

inculcation谆谆教诲。

cajoling 哄骗。

21. Which of the following best describes the organization of the first paragraph of the text?
[A] An assertion is made and two examples are given to illustrate it.
[B] A controversy is stated and two opposite points of view are presented.
[C] A widely accepted definition is presented and two men are described.
[D] An idea is stated and two results of recent research are summarized.
22. The central idea conveyed in the above text is that
[A] attitudes affect our actions.
[B] teachers play a significant role in developing or reshaping pupils attitudes.
[C] attitudes can be modified by some classroom experiences.
[D] by their attitudes, teachers don’t affect pupils’ attitudes deliberately.
23. In paragraph 6 the author implies that
[A] the teacher should guide all discussions by revealing her own attitude.
[B] in some aspects of social studies a greater variety of methods can be used in the upper grades than in the lower grades.
[C] people usually act on the basis of reasoning rather than on emotion.
[D] children’s attitudes often come from those of other children.
24. A statement not made or implied in the text is that
[A] attitudes can be based on the learning of untrue statements.
[B] worthwhile attitudes may be developed in practically every subject area.
[C] attitudes cannot easily be changed by rewards and lectures.
[D] the attitudes of elementary school-aged children are influenced primarily by the way they were treated as infants.
25. The text specially states that
[A] direct experiences are more valuable than indirect ones.
[B] whatever attitudes a child learns in school have already been introduced at home.
[C] teachers can sometimes have an unwholesome influence on children.
[D] teachers should always conceal their own attitudes
Text2
An industrial society, especially one as centralized and concentrated as that of Britain, is heavily dependent on certain essential services: for
instance, electricity supply, water, rail and road transport, and harbors. The area of dependency has widened to include removing rubbish, hospital and ambulance services, and, as the economy develops, central computer and information services as well. If any of these services ceases to operate, the whole economic system is in danger.
It is this economic interdependency of the economic system which makes the power of trade unions such an important issue. Single trade unions have the ability to cut off many countries’ economic blood supply. This can happen more easily in Britain than in some other countries, in part because the labor force is highly organized. About 55 percent of British workers belong to unions, compared to under a quarter in the United States. For historical reasons, Britain’s unions ha ve tended to develop along trade and occupational lines, rather than on an industry-by-industry basis, which makes a wages policy, democracy in industry and the improvement of procedure for fixing wage levels difficult to achieve.
There are considerable strains and tensions in the trade union movement, some of them arising from their outdated and inefficient structure. Some unions have lost many members because of their industrial changes. Others are involved in arguments about who should represent workers in new trades. Unions for skilled trades are separate from general unions, which means that different levels of wages for
certain jobs are often a source of bad feeling between unions. In traditional trades which are being pushed out of existence by advancing technologies, unions can fight for their members disappointing jobs to the point where the jobs of other union members are threatened or destroyed. The printing of newspapers both in the United States and in Britain has frequently been halted by the efforts of printers to hold on to their traditional highly-paid jobs.
Trade unions have problems of internal communication just as managers in companies do, problems which multiply in very large unions or in those which bring workers in very different industries together into a single general union. Some trade union officials have to be re-elected regularly; others are elected, or even appointed, for life. Trade union officials have to work with a system of “shop stewards” in many unions, “shop stewards” being workers elected by other workers as their representatives at factory or works level. (411 words)
26. Why is the interdependence of the UK economy mentioned in paragraph 1?
[A] To point up the importance of the trade union power.
[B] To outline in brief the great scale of essential services.
[C] To illustrate the danger in the whole economic system.
[D] To bring out a centralized and concentrated industrial society.
27. Because of their out-of-date organization some unions find it
difficult to
[A] recruit new members to join.
[B] remold themselves as industries change.
[C] adapt to advancing technologies.
[D] bargain for high enough wages.
28. Disagreements arise between unions because some of them
[A] take over other unions’ jobs.
[B] try to win over members of other unions.
[C] protect their own members at the expense of others.
[D] intend to represent workers in new trade organizations.
29. What basic problem are we told most trade unions face?
[A] They are equal in size of influence.
[B] They are less powerful than ever before.
[C] They don’t have enough members.
[D] They are not organized efficiently.
30. The title which best expresses the idea of the text would be
[A] British Trade Unions and Their Drawbacks.
[B] A Centralized and Concentrated Society.
[C] The Power of Trade Unions in Britain.
[D] The Structure of British Trade Unions.
Text3
Is the literary critic like the poet, responding creatively, intuitively,
subjectively to the written word as the poet responds to human experience? Or is the critic more like a scientist, following a series of demonstrable, verifiable steps, using an objective method of analysis?
For the woman who is a practitioner of feminist literary criticism, the subjectivity versus objectivity, or critic-as-artist-or-scientist, debate has special significance; for her, the question is not only academic, but political as well, and her definition will provoke special risks whichever side of the issue it favors. If she defines feminist criticism as objective and scientific—a valid, verifiable, intellectual method that anyone, whether man or woman, can perform—the definition not only makes the critic-as-artist approach impossible, but may also hinder accomplishment of the utilitarian political objectives of those who seek to change the academic establishment and its thinking, especially about sex roles. If she defines feminist criticism as creative and intuitive, privileged as art, then her work becomes vulnerable to the prejudices of stereotypic ideas about the ways in which women think, and will be dismissed by much of the academic establishment. Because of these prejudices, women who use an intuitive approach in their criticism may find themselves charged with inability to be analytical, to be objective, or to think critically. Whereas men may be free to claim the role of critic-as-artist, women run different professional risks when they choose intuition and private experience as critical method and defense.
These questions are political in the sense that the debate over them will inevitably be less an exploration of abstract matters in a spirit of disinterested inquiry than an academic power struggle, in which the careers and professional fortunes of many women scholars only now entering the academic profession in substantial numbers will be at stake, and with them the chances for a distinctive contribution to humanistic understanding, a contribution that might be an important influence against sexism in our society.
As long as the academic establishment continues to regard objective analysis as “masculine” and an intuitive approach as “feminine,” the theoretician must steer a delicate philosophical course between the two. If she wishes to construct a theory of feminist criticism, she would be well advised to place it within the framework of a general theory of the critical process that is neither purely objective nor purely intuitive. Her theory is then more likely to be compared and contrasted with other theories of criticism with some degree of dispassionate distance. (418 words)
31. Which of the following titles best summarizes the content of the text?
[A] How Theories of Literary Criticism Can Best Be Used
[B] Problems Confronting Women Who Are Feminist Literary Critics
[C] A Historical Overview of Feminist Literary Criticism
[D] Literary Criticism: Art or Science?
32. According to the author, the debate has special significance for the woman who is a theoretician of feminist literary criticism because
[A] women who are literary critics face professional risks different from those faced by men who are literary critics.
[B] there are large numbers of capable women working within the academic establishment.
[C] there are a few powerful feminist critics who have been recognized by the academic establishment.
[D] like other critics, most women who are literary critics define criticism as either scientific or artistic.
33. The author specifically mentions all of the following as difficulties that particularly affect women who are theoreticians of feminist literary criticism EXCEPT the
[A] tendency of a predominantly male academic establishment to form preconceptions about women.
[B] limitations that are imposed when criticism is defined as objective and scientific.
[C] likelihood that the work of a woman theoretician who claims the privilege of art will be viewed with prejudice by some academics.
[D] tendency of members of the academic establishment to treat all forms of feminist literary theory with hostility.
34. It can be inferred that the author would define as “political”(Line
1, Para. 3) the questions that
[A] cannot be resolved without extensive debate.
[B] are primarily academic in nature and open to abstract analysis.
[C] are contested largely through contention over power.
[D] will be debated by both men and women.
35. Which of the following is most likely to be one of the “util itarian political objectives” mentioned by the author?
[A] To forge a new theory of literary criticism.
[B] To pursue truth in a disinterested manner.
[C] To demonstrate that women are interested in literary criticism that can be viewed either subjectively or objectively.
[D] To convince the academic establishment to revise the ways in which it assesses women scholars professional qualities.。