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　　2014年攻读硕士学位研究生入学考试模拟试题（二）

　　I VOCABULARY AND GRAMMAR （50 POINTS）

　　Part 1 vocabulary selection

　　1.I tried very hard to restrain my laugh, but tears started flowing down my cheeks and I began _____.

　　A proffering       B defrauding      C guffawing    D deflecting

　　2. Human relations seem stubbornly set. Wars have not been abolished, labor troubles have not _____, and racial tensions are still with us.

　　A limited              B abated        C solved        D reduced

　　3. No set of texts can be fully relied on; the information from the texts has been analyzed and _____ by a team of lexicographers.

　　A appraised           B apprised      C appreciated    D apprehended

　　4. Scientists succeeded in transmitting a skin wart from a wild rabbit to domestic rabbits. Moreover, in the domestic rabbits the warts were no longer ___, but malignant,

　　A sluggish             B ineffable      C benign        D philanthropic

　　5. The announcement will____ the rumors of a takeover that have plagued the company for the past 18 months

　　A append              B scotch         C exhort        D exhale

　　6. A ______ is a grill on which meat, fish, and other foods are cooked over hot charcoal, usually out of doors

　　A duet                B fag             C tonic         D barbecue

　　7. Many animals display ____ instincts only while their offspring are young and helpless.

　　A cerebral           B imperious        C rueful         D maternal

　　8. According to the census____, female life expectancy will increase from 78.3 in year 1981 to 81.3 in year 2005.

　　A frame             B approach          C regulation     D projection

　　9. As a politician, she has to have the ______ of inspiring confidence in her listeners.

　　A fluke              Bknack              C frenzy        D venison

　　10. Willpower isn't some immutable ___ we're  either born with or not. It is a skill that can be developed, strengthened and targeted to help us achieve our goals

　　A trait              B traitor             C character      D temperament

　　11. Sons of high-ranking females may remain at the center of the troop while others are driven to the ____.

　　A periphery          B perverse         C rewarding     D salutary

　　12. He developed a habit of ________ after dinner every day so that he can work more diligently in the afternoon.

　　A    snort           B siesta           C snarl          D benefaction

　　13. The rope bridge over the river was so _____ that only one person at a time could use it.

　　A precarious         B stiff             C broad          D tenuous

　　14. The authorities will_________ your license if you get another speeding ticket.

　　A evoke             B provoke          C revoke         D invoke

　　15. You had the ______   situation in which Luxembourg had more listed public bathing beaches than the whole of the UK

　　A luminous         B luculent            C lubricant      D ludicrous

　　Part 2 vocabulary replacement

　　16. But if the risks are properly understood and if preparation is meticulous, there are also opportunities

　　A potential         B obsessive           C errant        D scrupulous

　　17. He carried his hands in his pockets, and there was something in the way he hid it that showed the habit was inveterate.

　　A capricious       B deep-rooted         C copious       D reluctant

　　18. Our host made so many allusions to sleep that we felt obliged to leave the party early.

　　A illusions        B yawns            C hints           D delusions

　　19. The fine carnation of their cheeks in perennial as sunlight in the seventh heaven

　　A enduring        B lucent           C extravagant      D hazardous

　　20. After realizing that their daughter was incurably ill, the Reynolds family changed their minds about euthanasia.

　　A penalty         B capital   sentence    C degradation D mercy killing

　　21. He has written many erudite works on the history of the Roman Empire.

　　A significant      B learned               C enlightening   D thrilling

　　22. The patient had been so debilitated by the fever that he lacked the strength to sit up.

　　A enervated        B invigorated            C impaired    D corrupted

　　23. Witnesses corroborated the policeman's statement that the suspect was seen together with the murder victim in a nightclub at around 9 p.m.

　　A evaluated         B challenged           C confirmed    D contradicted

　　24. Hue's denunciations of the federal government were often inspired by the fervor of his listeners.

　　A attention          B curiosity             C cheerfulness     D zeal

　　25. The defendant is facing severe verdict despite the appeal for clemency by his lawyer.

　　A  forgiving         B release              C leniency       D impartiality

　　II Reading （50 points）

　　Text 1

　　When Alexandre Gustave Eiffel completed the design and commenced construction of the tower in Paris which was to bear his name, a lot of loud protests were heard from nearly every quarter. Artists, writers, composers, and others publicly condemned the structure as monstrosity. Yet today, more than a hundred years later, virtually everyone proclaims the Eiffel Tower a work of genius and great beauty.

　　The idea of a 1,000-foot tower had been proposed for the Philadelphia Centennial Exposition in 1876. But it was the French who finally authorized such a structure for their Paris Exposition of 1889. When the design competition was concluded, the winning entry was one submitted by Eiffel, a builder of bridges who had been among the first to employ prefabricated and standardized structural parts to speed and simplify construction. Earlier in his career, he had solved the problem of how to support the Statue of Liberty by fastening the envelope of copper sheets with an interior framework of wrought iron.

　　Thus it was that he approached the building of his tower with iron although he recognized steel as “the metal of the future.” Within a little more than a year after the first ground was broken in 1887, the four huge inward-facing pillars were in place over the four-acre site, and the tower's first platform secured 187 feet above ground. When the French Exposition opened in May of 1889, the tower was complete, ready for the first of millions of people who would climb her 1,710 stairs or ride her elevators.

　　Owned since 1909 by the city of Paris, the Eiffel Tower is now 1,052 feet in height since the addition of a television transmission antenna. Almost two million visitors to the Paris Exposition paid to climb the tower during its first year, and a similar number continue each year to pay to inspect it, thus making the Eiffel Tower Europe's most popular tourist attraction. Alexandre Gustave Eiffel died in 1923 at the age of 91 years.

　　26. As is stated in the text,

　　［A］ the iron tower was named after its designer prior to its construction.

　　［B］ the construction of the tower began in an unfavorable atmosphere.

　　［C］ the design of the tower was considered as a work of genius.

　　［D］ the naming of the iron tower encountered widespread objections.

　　27. The construction of the tower gave rise to vigorous protests because it

　　［A］ cost a tremendous amount of labor and money.

　　［B］ didn't find favor with the highest quarters.

　　［C］ was considered as of extraordinary size and shape.

　　［D］ was disapproved by people from all parts of the globe.

　　28. Alexander Eiffel was authorized to build such a tower because

　　［A］ he proposed the idea of such a tower early in 1876.

　　［B］ he was the first person to present his design to the authorities.

　　［C］ he had solved the problem of consolidating the Statue of Liberty.

　　［D］ his design was superior to any others technically and economically.

　　29. The Eiffel Tower was constructed

　　［A］ for the opening of the French Exposition.

　　［B］ on an enormous platform of four acres.

　　［C］ as high as one thousand and fifty-two feet.

　　［D］ with the metal of the future as building material.

　　30. It is a fact that

　　［A］ the height of the tower proper is well over a thousand feet.

　　［B］ the ground floor of the tower was fixed in more than a year.

　　［C］ the tower's essential parts were constructed on building site.

　　［D］ the completion of the iron monster took only two years.

　　Text 2

　　There are certain people who behave in a quite peculiar fashion during the work of analysis. When one speaks hopefully to them or expresses satisfaction with the progress of the treatment, they show signs of discontent and their condition invariably becomes worse. One begins by regarding this as defiance and as an attempt to prove their superiority to the physician, but later one comes to take a deeper and juster view. One becomes convinced, not only that such people cannot endure any praise or appreciation, but that they react inversely to the progress of the treatment. Every partial solution that ought to result, and in other people does result, in an improvement or a temporary suspension of symptoms produces in them for the time being an intensification of their illness; they get worse during the treatment instead of getting better. They exhibit what is known as a “negative therapeutic reaction”。

　　There is no doubt that there is something in these people that sets itself against their recovery, and its approach is dreaded as though it were a danger. We are accustomed to say that the need for illness has got the upper hand in them over the desire for recovery. If we analyze this resistance in the usual way ?D then, even after fixation to the various forms of gain from illness, the greater part of it is still left over; and this reveals itself as the most powerful of all obstacles to recovery, more powerful than the familiar ones of narcissistic（admiring one's own self too much） inaccessibility, a negative attitude towards the physician and clinging to the gain from illness.

　　In the end we come to see that we are dealing with what may be called a “moral” factor, a sense of guilt, which is finding satisfaction in the illness and refuses to give up the punishment of suffering. We shall be right in regarding this disencouraging explanation as final. But as far as the patient is concerned this sense of guilt is dumb; it does not tell him he is guilty, he feels ill. This sense of guilt expresses itself only as a resistance to recovery which it is extremely difficult to overcome. It is also particularly difficult to convince the patient that this motive lies behind his continuing to be ill; he holds fast to the more obvious explanation that treatment by analysis is not the right remedy for his case.

　　31 According to the author, some unusual patients would

　　［A］ openly resist the treatment of the physician.

　　［B］ intentionally hold the physician in contempt.

　　［C］ respond against the physician's expectation.

　　［D］ disregard the appreciation by the physician.

　　32. For the patients the author describes,

　　［A］ a hopeful treatment often leads to a reverse result.

　　［B］ a local treatment improves temporarily their symptoms.

　　［C］ a partial solution betters rather than worsens their illness.

　　［D］ a right solution cures them partially of their illness.

　　33. The author's study of this syndrome leads him to think that

　　［A］ patients must be convinced of the treatment by analysis.

　　［B］ patients' sense of guilt may hinder them from getting well.

　　［C］ patients need to know the final explanations of their illness.

　　［D］ patients should give up the punishment of suffering from their illness.

　　34. It can be inferred from the text that

　　［A］ certain people behave in a particularly fashionable way.

　　［B］ the need for illness has overcome the desire for recovery.

　　［C］ the patients who are content with their illness are guilty.

　　［D］ the syndrome of inverse reaction to therapy is curious.

　　35. The root cause of the resistance to recovery lies in the fact that the patients

　　［A］ are apt to refuse the recognization of the physician's authority.

　　［B］ can hardly put up with being praised or appreciated by their doctors.

　　［C］ cling to the unconscious belief in their deserved penalty by sickness.

　　［D］ suffer from a chronic mental disease that offers them a feeling of guilt.

　　Text 3

　　In examining the cultural backgrounds of some linguistically different children, we found that the theory of a “culture of poverty”， which was rather commonly accepted in the early 1960s, has been questioned by scholars and leaders from a number of fields. While the adverse effects of harsh living conditions ought always to be recognized, the variability of human nature precludes treating even that understanding in stereotyped ways. We need teachers who warmly believe that the child can learn and who will be clever in developing teaching-learning strategies that capitalize on individual strengths and interests.

　　You should be aware of the linguistic differences in the group you are teaching, whether they are cultural, syntactical, or phonological. Don't underestimate the reading level of a student because of dialect pronunciations in oral reading.

　　Language-experience stories are ideal teaching-learing tools for the linguistically different student because they build on words that are within his meaning vocabulary. With those words, you can teach all of the methods of word recognitition, such as beginning, ending, and medial （in the middle position） sounds, and phonogram （phonetic symbol） patterns. Through the transcription （copying） of his own sentences, the child sees the help of syntax （rules for sentence-building） in decoding （discovering the meaning of） print and begins to see what reading is all about. Transfer from the natural language to Standard English can be made gradually.

　　Listening experience with literature may be of great help to children in learning a new dialect. Be sure to avoid literature which presents minorities in debasing （lowering in value, quality, etc.） circumstances or depicts them as having cultures that are always outside the mainstream of American life.

　　In addition to your teaching approaches, peers can also help the bilingual （using two languages） child feel part of a strange and frustrating environment. The school can work with the community in providing practice in mastery of the new language.

　　Bilingual, multi-cultural education seems to be a promising hope for improving opportunities for children who have trouble with English since it is a second language, as well as a means of broadening the lives of children who speak English.

　　36. The importance of the problem discussed in the text lies in

　　［A］ the urgent renewal of the educational theory.

　　［B］ the multi-cultural features of U.S. education.

　　［C］ the assimilation of minorities to U.S. society.

　　［D］ the vital reform of language teaching in schools.

　　37. According to the text, the theory of a “culture of poverty”

　　［A］ was admitted in the early part of the 20th century.

　　［B］ was established in a generally questionable manner.

　　［C］ has been disproved by scholars from different areas.

　　［D］ has been reassessed by experts in various fields.

　　38. The author is most probably in favor of the opinion that

　　［A］ rough conditions have bad effects on linguistically different children.

　　［B］ we should realize the unfavorable impact of poverty on bilingual pupils.

　　［C］ our nature rules out the fixed realization of the negative effects of poverty.

　　［D］ our character prevents understanding the theory of a “culture of poverty”。

　　39. Which of the following statements is UNTRUE according to the text?

　　［A］ Clever teachers are needed to develop teaching strategies to finance learners.

　　［B］ Teachers should be conscious of the language differences among their students.

　　［C］ Students may understand what reading is all about by copying what they write.

　　［D］ One of the best teaching approaches is to make stories based on familiar words.

　　40. According to the author, it would be safe to say that

　　［A］ American minorities living in humble conditions feel frustrated.

　　［B］ bilingual kids encircled by native English speakers may feel dismayed.

　　［C］ literary works about minority cultures may be acceptable to bilingual children.

　　［D］ multi-cultural education also raises the level of the U.S. native students.

　　Text 4

　　Technology is the creation of new products and processes intended to improve our working efficiency, our chances for survival, our comfort level, and our quality of life. The goal of science is to develop widely accepted knowledge or ideas, which are intangible; by contrast, technology is concerned primarily with the development of substantial things.

　　In many cases, technology develops from known scientific laws and theories. Scientists invented the laser, for example, by applying knowledge about the internal structure of atoms. Applied scientific knowledge about chemistry and electronics has given us nylon, pesticides, washing powder, intelligent computers, mobile phones, digital cameras, pollution control devices, and countless other products. Applications of theories in nuclear physics led to nuclear bombs and nuclear power plants.

　　Many technologies arise by way of trial and error, before anyone understands the underlying scientific principles. For example, aspirin, extracted from the bark of a tropical willow tree, relieved pain and fever long before anyone found out how it did so. Similarly, photography was invented by people who had no idea about its chemistry, and farmers crossbred new strains （breeds） of crops and livestock long before biologists understood the principles of genetics. In fact, much of science is an attempt to understand and explain why various technologies work.

　　Although some forms of technology use scientific knowledge, nearly all science needs technology. Scientists use machines and instruments to collect and analyze data, to perform experiments, and to make complex computations. Scientists would be hard-pressed to get along without such things as paper, pencils, books, test tubes, microscopes, refrigerators, computers, copiers and telephones ?D all products of technology.

　　Although at their cores science and technology share similar processes （both are essentially trial and error at heart）， they usually differ in the way the ideas and information they produce are shared. Many of the results of scientific research are published and distributed freely to be tested, challenged, verified, or modified. The process strengthens the validity of scientific knowledge and helps expose cheaters.

　　In contrast, many technological discoveries are kept secret until the new process or product is patented. Information concerning much valuable technology is never published, but is instead learned “on the job” by industrial workers and passed informally among selected individuals only. The basis of other technology gets published in journals and enjoys the same kind of public distribution and peer review as science.

　　41. The word “intangible” in Par. 1 most probably means

　　［A］ insensible.

　　［B］ inconceivable.

　　［C］ immaterial.

　　［D］ impractical.

　　42 The advancement of our living generally results from

　　［A］ sheer technological creations

　　［B］ widely approved knowledge.

　　［C］ constant scientific research.

　　［D］ pure and applied sciences.

　　43. It can be inferred from Par.3 that many technologies

　　［A］underlie scientific definitions.

　　［B］precede scientific principles

　　［C］conform to scientific interpretations.

　　［D］confirm scientific understandings.

　　44. One of the joint features of science and technology lies in

　　［A］ their mutual independence.

　　［B］ their originating processes.

　　［C］ their strengthened validity.

　　［D］ their common approaches.

　　45. Science and technology differ from each other in

　　［A］ the manner of producing ideas.

　　［B］ the process of delivering message.

　　［C］ the way of handling key information.

　　［D］ the method of publicizing new findings.

　　Text 5

　　Americans no longer expect public figures, whether in speech or in writing, to command the English language with skill and gift. Nor do they aspire to such command themselves. In his latest book, Doing Our Own Thing: The Degradation of Language and Why We Should, Like, Care, John McWhorter, a linguist and controversialist of mixed liberal and conservative views, sees the triumph of 1960s counter-culture as responsible for the decline of formal English。

　　Blaming the permissive 1960s is nothing new, but this is not yet another criticism against the decline in education. Mr. McWhorter's academic specialty is language history and change, and he sees the gradual disappearance of “whom”， for example, to be natural and no more regrettable than the loss of the case-endings of Old English。

　　But the cult of the authentic and the personal, “doing our own thing”， has spelt the death of formal speech, writing, poetry and music. While even the modestly educated sought an elevated tone when they put pen to paper before the 1960s, even the most well regarded writing since then has sought to capture spoken English on the page. Equally, in poetry, the highly personal, performative genre is the only form that could claim real liveliness. In both oral and written English, talking is triumphing over speaking, spontaneity over craft。

　　Illustrated with an entertaining array of examples from both high and low culture, the trend that Mr. McWhorter documents is unmistakable. But it is less clear; to take the question of his subtitle, why we should, like, care. As a linguist, he acknowledges that all varieties of human language, including non-standard ones like Black English, can be powerfully expressive--there exists no language or dialect in the world that cannot convey complex ideas. He is not arguing, as many do, that we can no longer think straight because we do not talk proper。

　　Russians have a deep love for their own language and carry large chunks of memorized poetry in their heads, while Italian politicians tend to elaborate speech that would seem old-fashioned to most English speakers. Mr. McWhorter acknowledges that formal language is not strictly necessary, and proposes no radical education reforms--he is really grieving over the loss of something beautiful more than useful. We now take our English “on paper plates instead of china”。 A shame, perhaps, but probably an inevitable one。

　　46. According to McWhorter, the decline of formal English

　　[A] is inevitable in radical education reforms。

　　[B] is but all too natural in language development。

　　[C] has caused the controversy over the counter-culture。

　　[D] brought about changes in public attitudes in the 1960s。

　　47. The word “talking” （Line 5, Paragraph 3） denotes

　　[A] modesty.

　　[B]personality.

　　[C]liveliness.

　　[D]informality。

　　48. To which of the following statements would McWhorter most likely agree?

　　[A] Logical thinking is not necessarily related to the way we talk。

　　[B] Black English can be more expressive than standard English。

　　[C] Non-standard varieties of human language are just as entertaining。

　　[D] Of all the varieties, standard English can best convey complex ideas。

　　49. The description of Russians' love of memorizing poetry shows the author's

　　[A] interest in their language.

　　[B] appreciation of their efforts。

　　[C] admiration for their memory.

　　[D]contempt for their old-fashionedness。

　　50. According to the last paragraph, “paper plates” is to “china” as

　　[A] “temporary” is to “permanent”。

　　[B] “radical ”is to “conservative”。

　　[C] “functional ” is to “artistic”。

　　[D] “humble” is to “noble”。

　　III Writing （50points）

　　Should a person make an important decision alone?（more than 500 words）