考研英语全真冲刺模拟试题(6)

考研英语全真冲刺模拟试题(6)

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 user /kcnet1480/ 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 /kcnet1480/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)