考研英语模拟题

1、全国硕士研究生入学统一考试英语冲刺试卷Section I Use 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. Like all the huge metropolises of the world, there are lots of diversions both outdoors and indoors in Chicago. The Art Institute

2、 of Chicago has one of the worlds (1) art collections, including more French Impressionist paintings than even in the Paris Louvre itself. The Field Museum of Natural History and the Museum of Science and Industry are also great historical and cultural treasure houses to (2) as well as entertain chi

3、ldren and adults (3) In the Field Museum one comes (4) a surprisingly big collection of Chinese exhibits from the ancient (5) to the early century. The Sears Tower and the Buckingham Fountain are the pride of the Chicagoans; (6) having 110 storeys is said to be the highest tower in the world and the

4、 (7) is the largest fountain in the United States. Lake Michigan is for yachting in summer time, (8) the highlights of Chicago life all the year round are concerts, operas and plays (9) by the citys orchestra, opera houses and theatres. In summer, especially around the Independence Day, July 4th, ma

5、ny festivals and fairs are given outdoors, which, (10) crowds and crowds of people, with their parades, fireworks, (11) concerts, water-skiing and good foods. But with all its attractions and beautiful spots Chicago is also a city (12) for crimes. All the dwelling houses are (13) with three doors an

6、d visitors have to speak through microphone (14) in the wall to the residents before they can get admitted. In the streets there are white-color telephones. When one finds oneself (15) , he needs only to knock the receiver (16) the hook and the next instant the police will (17) . If one does not dri

7、ve a car, it may well be dangerous for him or her to go out alone in the evening. At first I did not take this warning seriously. (18) , my two encounters with the Black people (19) dusk in the neighborhood were so unpleasant and frightening that I have (20) shut myself evenings in my room, in almos

8、t all studying, imposing a curfew on myself. 1. A smallest B smaller C greatest D greater 2. A instruct B tell C inform D conduct 3. A alike B both. C like D either 4. A upon B to C with D for 5. A age B ages C time D times 6. A the first B the former C the previous D the formal 7. A later B latter

9、C late D former 8. A when B as C while D but 9. A given B performed C conducted D acted 10. A amazed B enticed C captured D attracted 11. A outsides B outdoor C without D within 12. A notorious B known C famous D popular 13. A guarded B defended C protected D forefended 14. A equipped B installed C

10、put D inserted 15. A in the moment B in necessity C in a juncture D in an emergency 16. A off B out C down D away 17. A rescue him B come to his rescue C come to save D save 18. A Therefore B Moreover C However D Whatever 19. A in B on C at D by 20. A since B then C after D untilSection II Reading C

11、omprehension 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. Text 1 A child may lean against a doorpost with his or her arms folded. To the onlooker, it may look like a benign posturehowever, there

12、may be a victimized child who understands that this is the bullys shorthand code of conveying the message: Hand me your lunch as you walk by me, or else. Bullying may be expressed in many forms. Boys are generally targeted more than girls. Boys tend to use physical aggression when they bully .by hit

13、ting, kicking, and fighting. Girls, on the other hand, more often use exclusionary techniques to bullya form of aggression often referred to as relational aggression. Girls often start rumors, form cliques to keep certain people out, and ignore other children in attempts to show dominance over anoth

14、er child. Many children who are victimized fit into one of two types: the passive victim, and the provocative victim. While people often feel bad about passive victims, provocative victims often elicit less compassion from others. Sometimes it appears that the provocative victim has brought on his o

15、r her own fatebut does any child deserve to be the target of repeated physical or verbal aggression? Why might so-called provocative victims actively participate in being the target of bullying: For example, are their provocative gestures simply a clumsy way of attempting to interact with others? On

16、e feels compassion for the inhibited child because he is reserved; a social misfortune in our society, but an aggressive child is given none of this. The dynamics of the bully/victim relationship need to be understood in a larger context (Pepler, Craig & OConnell, 1999). It is not only the bully and

17、 the victim that is involved in a system of interaction: The bullying context includes multiple levels of the childs social environment. The bully may enlist the help of henchmen (those who assist the bully, but often do not have the initiative or leadership to initiate bullying). Also, bystanders (

18、whether actively encouraging the bullying act or passively standing by) play a role in maintaining the pattern of bullying. Even the students who habitually flee the site of a bullying act play a role in maintaining the bully/victim interaction. In handling the situation, it is important not to focu

19、s only on the one or two students that are directly involved, but on the playground and school as a whole. Studies have shown that in order to break down the stability of peer bullying you must initiate change on many levels: Not only in teaching the bullied child how to assert himself or herself an

20、d to deflect attacks, but also to raise awareness about the problem of bullying and encourage the school community at large to take a united stance against bullying. 21. The purpose of the example presented in the first paragraph is A to introduce the topic of school bullying B to present a clear de

21、finition for school bullying C to criticize those students who bully others D to show how prevalent school bullying is 22. The word exclusionary ( Line 3, Para. 2) can be best explained by A not allowing someone to take part in something B using behaviors intended to hurt other people physically C t

22、ending to accept things that happen without taking any action D doing something in a deliberate manner and intended to cause harm 23. Which one of the following is true about provocative victims? A Provocative victims are the victims who ask for trouble themselves and deserve what they get. B Provoc

23、ative victims do what they do to avoid interacting with others. C Provocative victims are just trying to be get some attention and communication. D Provocative victims are used to those repeated physical or verbal aggression. 24. Which one of the following is NOT mentioned as one part of the larger

24、context of bullying? A Henchmen. B Bystanders. C Escapees. D Faculties. 25. According to the author, what kind of perspective should we have for school bullying? A Dynamic. B Comprehensive. C Individual. D Optimistic.Text 2 The term nationalism is generally used to describe two phenomena: (1)the mem

25、bers of a nation care about their national identity and(2) that the members of a nation seek to achieve (or sustain) self-determination. It is traditional, therefore, to distinguish nations from stateswhereas a nation often consists of an ethnic or cultural community, a state is a political entity w

26、ith a high degree of sovereignty. While many states are nations in some sense, there are many nations which are not fully sovereign states. As an example, the Native American Iroquois constitute a nation but not a state, since they do not possess the requisite political authority over their internal

27、 or external affairs. If the members of the Iroquois nation were to strive to form a sovereign state in the effort to preserve their identity as a people, they would be exhibiting a statefocused nationalism. Nationalism has long been ignored as a topic in political philosophy, written off as a relic

28、 from bygone times. It has only recently come into the focus of philosophical debate. The surge of nationalism usually presents a morally ambivalent and for this reason often fascinating picture. National awakenings and struggles for political independence are often both heroic and inhumanly cruel;

29、the formation of a recognizably national state often responds to deep popular sentiment, but can and does sometimes bring in its wake inhuman consequences, including violent expulsion and cleansing of non-nationals, all the way to organized mass murder. The moral debate on nationalism reflects a dee

30、p moral tension between solidarity with oppressed national groups on the one hand and repulsion in the face of crimes perpetrated in the name of nationalism on the other. Nationalism may manifest itself as part of official state ideology or as a popular (non-state) movement and may be expressed alon

31、g civic, ethnic, cultural, religious or ideological lines. These self-definitions of the nation are used to classify types of nationalism. However, such categories are not mutually exclusive and many nationalist movements combine some or all of these elements to varying degrees. Nationalist movement

32、s can also be classified by other criteria, such as scale and location. Nationalism does not necessarily imply a belief in the superiority of one race over others, but in practice, many nationalists support racial protectionism or racial supremacy. Such racism is typically based upon preference or s

33、uperiority of the indigenous race of the nation. 26. The two phenomena mentioned in paragraph 1 can be summarized as A the peace and the violence B the internal and the external C the attitude and the actions D the powerless and the sovereignty 27. The example of Native American Iroquois is used in

34、paragraph 2 to A show the differences between nations and states B discuss the differences between internal and external affairs C indicate their strive to form a state D present their identity as a people 28. The word ambivalent ( Line 3, Paragraph 3) most probably means A attractive for its unique

35、 features B characterized by a mixture of opposite feelings or attitudes C having a strong desire for success or achievement D requiring full use of your abilities or resources 29. Paragraph 4 talks about the issue of nationalism from the perspective of A types B definitions C combinations D criteri

36、a 30. Nationalism will become racism when it is combined with A political practice B race superiority C race identity D sovereigntyText 3 Burkina Faso student teacher Hema Cecile has a lot more time to crack the books thanks to a recent initiative from the World Bank and the International Finance Co

37、rporation (IFC). The launch of the Lighting Africa program by the two organizations this year has made it possible for Cecile to swap kerosene lamps for a solar-powered LED lantern. Lighting Africa is a 12 million project which intends to bring light to the poorest regions across sub-Saharan Africa.

38、 The program works with the lighting industry to develop clean, affordable lighting and energy solutions for millions without access to electric grids. Its aim is to accelerate the market and to develop education programs that inform off-grid populations currently dependent on costly, inefficient an

39、d hazardous fuel-based lighting about modern alternatives. Cecile used to spend 3-4 a month on kerosene for her lamp. That is a large proportion of her earningslike 70 percent of the population she lives on less than 2 a day. In the weeks since buying her lantern she has managed to read four books i

40、ncluding Madame Bovary. by Gustave Flaubert and Emile Zolas Germinal. She is among the most learned in a society which has the worlds lowest literacy rate, according to a 2007 UN Human Development Report. When she graduates next year she will teach in a local junior school She makes ends meet by hol

41、iday jobs as a cleaner and an IT trainer. To earn her daily ration of cornmeal she does shifts from May to September in a corn field. The lanterns are designed to look like the kerosene ones they are replacing in order to increase adoption among the population. Each has a small solar panel on the to

42、p and costs an average 30, although some cost 100, depending on the size of the battery and the number of LED lights it contains. Because of the large number of sunlight hours in Burkina Faso, the lamps can be relied on to work whenever needed. The battery life is 2-4 years, and can be replaced once

43、 they lose their storage capacity. The LED lights last 5-10 years. Although it is barely out of its trial period the project, Chabanne said there are signs the project is a boon for the population in areas other than household savings and education. There are fewer people reporting eye problems to t

44、he local hospital. 31. The word swap ( Line 4, Para. 1 ) most probably means A to exchange B to destroy C to invent D to copy 32. The purpose of the Lighting Africa program is to A do market research B provide new energy solutions C help African people to be independent D promote modernization acros

45、s sub-Saharan Africa 33. Which one of the following statements is true about Cecile? A She is illiterate, just like many of the citizens in her region. B She works only from May to September every year. C She is a full time employee in an IT company. D She is still a student now. 34. Which one of th

46、e following is NOT one of the measures to promote the use of the new lanterns? A Similar looks with the old kerosene ones. B Fixed price of $30 for all models. C Reliable to work when needed. D Replaceable batteries. 35. What does the author think about the future of the project mentioned in this pa

47、ssage? A Uncertain. B Optimistic. C Pessimistic. D Worried.Text 4 Do your children lie to you and their friends about their activities online? Do they feel empty, depressed and irritable when not at the computer? Do they have problems with school or work, yet they always seem to feel energized again

48、 when they are at the computers surfing the internet? If you answered yes to one or even more of the above questions, your children are suffering from internet addiction. The amount of time kids spend online is a source of headaches for many parents. At first, parents welcomed the Internet into thei

49、r homes, believing they were opening up an exciting new world of educational opportunities for their children. But soon, to their disappointment, instead of using the Internet for homework or research, their kids were spending hours instant chatting with friends, playing online games or even talking

50、 to strangers in chat rooms, which is posing real dangers to the children. Maintaining a healthy balance between entertainment media and other activities in childrens lives has always been a challenge for parents. The Internet has made this challenge even more difficult. The engaging nature of Inter

51、net communications and interactive games means many children and teens have trouble controlling the time they spent online. Unfortunately, parents and teachers do not realize that there is a problem until it becomes serious. To make it worse, Internet addiction is not widely recognized by the medica

52、l community. (Mental health practitioners continue to debate whether this behavior is an addiction, with some preferring to identify it as behavior control problems. Children and young people can easily become hooked on online activities such as multi-user games, instant messaging with their pals an

53、d chat rooms. The children most easily influenced, according to the Computer-Addiction Services at Harvard Medical School, are those who are lonely and bored or from families where nobody is at home to relate to after school. Children who are unpopular or shy with peers are often attracted to the op

54、portunities for creating new identities in online communities. Boys, in particular, are frequent users of online role-playing games, where they have new identities and interact with other players. Although playing these games with thousands of other users may appear to be a social activity, for the troubled child or teen, too much playing can further separate them from friends and peers. 36. Which one of the following is NOT mentioned as one of the activities children doing online that are giving parents heada