英研考前10天基础英语水平测试卷（1）
https://www.doczj.com/doc/6f10220425.html, 环球资讯-英语专业考研 2007年1月8日
活动说明：（北京环球时代学校）为了更好地帮助同学们顺利走过2007年英语专业考研的最后一段艰辛的日子，北京环球时代学校英语专业考研命题研究组的专家们特地为英研考生准备了3套《英语专业考研考前10天基础英语水平模考测试卷》并提供参考答案，希望能帮助同学们在最后的冲刺阶段全面检验复习成果，找出差距，查漏补缺，争取考出最好成绩。
本次模考测试将于2007年1月8日开始，16日结束，具体安排如下：
第一套：2007年1月8日公布试卷，1月10日公布第一套模拟卷参考答案；
第二套：2007年1月11日公布试卷，1月13日公布第二套模拟卷参考答案；
第三套：2007年1月14日公布试卷，1月16日公布第三套模拟卷参考答案。
另外，环球时代学校2008英语专业考研全年复习备考攻略专家咨询热线已经开通010-********。最后预祝同学们考研成功!
1. Basic English: (100/150)
I. In each of the following sentences, four words or phrases have been underlined. Choose the one word or phrase that would not be appropriate in standard English. Write your choice on the ANSWER SHEET. (10/150)
1. Two police officers (fired up) their siren, pulled me (over), and pointed
A B
out that (my car?s) registration (had outdated).
C D
2. I (would rather) you (can give) me (an exact number of) the people
A B C
(present) at the meeting.
D
3. What(a mistake)! You(haven?t paid) (the least) attention to (the spelling).
A B C D
4. The slave (would do) anything his master (asked him), for he is(habitually)
A B C
(obedient) to his master.
D
5.(Today?s) plentiful supply of graduates (mean) (increasing) competition for
A B C
jobs,disappointment for (many) in terms of pay or type of work and,for some,
D
no job at all.
6.(How good)(we are educated)is simply a matter of how well we have(adjusted
A B
ourselves to) our (lives and our environment).
C D
7.(Despite)our (mass attendance)at college and our mass (exposure) on culture,
A B C
education remains (an individual achievement.)
D
8. Many argue that (even) college had no (impact on) that(part of)your(life),
A B C D
it would still be a good investment.
9. (In our generation) American women are shaping new goals which are well
A
(reflected) in the (fiction) on many contemporary (woman writers).
B C D
10. There are many (interrelationships)( among) philosophy,(politics),
A B C
economics and the (science of)
D
II. Find the one choice that best completes the sentence. Write your choice on the ANSWER SHEET. (10/150)
1. The food made for pregnant women is easy_________.
A. to be digested
B. digested
C. to digest
D. digesting
2. Buy your wife a present on her birthday, ________she should get angry.
A. lest
B. otherwise
C. however
D. perhaps
3. The juvenile offender was released from custody on condition that he ________ out of trouble for six months.
A. would stay
B. stays
C. could stay
D. stay
4. Jane has recently bought_________
A. a new beautiful green Hong Kong jacket
B. a beautiful new Hong Kong green jacket
C. a new green beautiful Hong Kong jacket
D. a beautiful new green Hong Kong jacket
5. In vain ________to engage him in our group activities, and he didn?t show the least interest.
A. have we tried
B. we tried
C. did we try
D. we had tried.
6. His success could not shield him from the racial prejudice _________rampant in those days.
A. being B that C. as D. so
7. As she grows her happy______grew sour, and she often flew into violent rages.
A. disposition
B. personality
C. character
D. temper
8. The typhoon could sweep off all the things in the village,_________.
A. whether they are high trees and buildings
B. be they high trees or buildings
C. should they be high trees or buildings
D. they are high trees or buildings
9. I prefer_________the examination today rather than________ it for a whole week.
A. taking ... postponing
B. to take ... postpone
C. taking ... postpone
D. to take ... to postpone
10. The boy anticipates ________the first prize in the contest.
A. to win
B. winning
C. his winning
D. to have won
III. Proofreading: (15/150): (Do it in on the ANSWER SHEET)
The following passage contains 12 errors. Each line contains a maximum of one error, and three are free from error. In each case only one word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.
For a missing word, mark the position of the missing word with a "∧" and write the word you believe to be missing in the blank provided at the end of the line.
For an unnecessary word, cross out the unnecessary word with a slash, "/" and put the word in the blank provided at the end of the line.
If the line is correct, place a tick "√" in the blank at the end of the line.
Example:It is impossible ∧any sentence in one language to have exactly
(1)____for_____
the same meaning as any single sentence in another language. It is also(2) ____single__ impossible for any sentence in a particular language to have exactly(3) ____√_____
the same meaning as the other sentence in that same language.(4)any_____
The motion of the sun along the ecliptic is, of course
merely a reflection of the revolution of the earth.(1)
__________
around the sun, but the ancients believed earth was
fixed and the sun had an independent motion of its(2)
__________
own, eastward among the stars. The glare of sunlight
hide the stars in daytime, but the ancients were aware(3)
__________
that the stars were up there even at night, and the slow
eastward motion of the sun around the sky, in the(4)
__________
rate of about thirty degrees each month, cause different
stars to be visible at night at different times of the(5)
__________
year. The moon, revolves around the earth each month,
also has an independent motion in the sky.(6)
__________
The moon, however, changes its position relatively
rapid. Although it appears to rise and set each(7)
__________
day, as is nearly everything else in the sky, we
can see the moon changing position during as short(8)
___________
an interval as a hour or so. Th e moon?s path around
the earth lies nearly in the same plane as the earth?s(9)
___________
path around the sun, so the moon is never seen very
far from the ecliptic in the sky. There are five other(10)
__________
objects visible to the naked eye that also appear to
move in respect to the fixed background of stars(11)
__________
on the celestial sphere. These are the planets Mercury,
Venus, Mars, Jupiter, and the Saturn. All of which(12)
__________
revolve the sun in nearly the same plane as the
earth does, so they, like the moon, always appear
(13)__________
near the ecliptic. Because we see the planets
from the moving earth, however, they behave in a
(14)__________
complicated way, with their apparent motions on the
celestial sphere reflecting both their won dependent
(15)__________
motions around the sun and our motion as well.
IV. Academic Reading: (12/150)
Asian Economies Not as Vulnerable as Before
A. Central bank governors from the Asia-Pacific region, at a recent meeting warned that the global trade environment is much tougher for their countries now than during the Asian crisis of four years ago. Singapore is in recession, and South Korea, Malaysia, Thailand, Indonesia, Taiwan and the Philippines have sharply slowing growth. The only bright spot is China, which has maintained brisk output growth because stronger investment and household spending have more than offset the regional export slowdown.
B.However, a new financial crisis does not seem to be looming for the region, as some remarkable changes have taken place over the past four years. These changes mean that the region?s economies are likely to experience slower but still positive growth this year, and stronger growth next year. The first change is that the economies of Korea, Thailand the Indonesia can no longer be broken by a stampede of foreign bank lenders. The hot money has already gone. According to the most recent International Monetary Fund statistics, net international bank claims in East Asia have fallen by
US$354 billion over the last four years. Loans have been repaid by stronger flows of foreign direct investment, by lending from international institutions and by the reemergence of a bond market in the first half of last year, as well as through large trade surpluses resulting from imports growing more slowly than exports. In the four years from 1997 to 2000, these economies accumulated current
account surpluses of US$239 billion, compared to a cumulative deficit of US$88 billion during the five years from 1992.
C. Large current account surpluses have seen not only foreign debt reduced, but also big reserves accumulated. These reserves are seen as a cushion against future financial shocks. The reserves in Southeast Asia have increased by US$214 billion in recent years. The central banks of China, Hong Kong and Taiwan hold most of this sum. Moreover, the central banks of the region have agreed on swap arrangements, which could allow the reserves for one currency to be used in the defense of another in case of the threat of another Asian financial crisis. As noted by a report prepared by the regional central banks, intervention is most effective when coordinated.
D. These changes defend against a stampede and contagion, but do not, in themselves, encourage growth. That depends on the regional shift toward more flexible exchange rates. Although far form floating freely, most regional exchange rates are no longer hostage to unhedged US dollar bank debt or to entrenched convictions that exchange rate stability is essential. Managed floats have been adopted in most regional economies. Responding to the stronger US dollar, falling exports and slowing imports, these exchange rates have been depreciating. For example, the Singapore dollar recently reached a ten-year low, while the Taiwan dollar reached a 15-year slow.
E Foreign direct investment is slowing, and exports are tumbling, but with room to expand domestic demand there are good reasons to think that the region will get through the most serious global downturn in a decade. Foreign investment flows and domestic reconstruction will maintain China?s growth. Even South Korea, Singapore and Taiwan—all highly dependent on technology exports to the US—are now buttressed by trade surpluses, huge reserves and flexible exchange rates. All these factors are favorable for expanding domestic demand.
F The perennial problems of the Philippines apart, the economies at the greatest risk are those of Thailand and Malaysia, because they are attempting to sustain pegged exchange rates, and this weakens their ability to respond to sudden strains on their currencies. Although Thailand has sharply reduced its foreign debt, it has pegged its US dollar exchange rate at about 45 baht. Without strong capital controls, the informal peg limits Thailand?s freedom to ease interest rates. As for Malaysia, its peg depends on its reserves, which have fallen by US$ billion during the past year as the country has defended an exchange rate appreciating against those of its neighbors.
Questions 1-4
This passage has six paragraphs A—F. Choose the most suitable headings for paragraphs B—E from the list of headings below. Write the appropriate numbers (i—ix) on the ANSWER SHEET.
NB There are more headings than paragraphs, so you will not use them all.
List of Headings
i. Disappearance of hot money
ii. Changes in the region?s economies
iii.The role of the US dollar
iv.The region?s weak spots
v.The importance of currency reserves
vi.Swap arrangements
vii.The need for flexible exchange rates
viii.Expanding domestic demand
ix.The Philippines? economic problems
1.Paragraph B
2.Paragraph C
3.Paragraph D
4.Paragraph E
Questions 5-8
Using NO MORE THAN THREE WORDS from the passage, answer the following questions. Write your answers on the ANSWER SHEET.
5. Who is cooperating to stave off another Asian financial crisis?
6. According to the author, what do the changes in the region?s economies NOT do?
7. Wh ich country is an exception to the region?s slow economic growth?
8. When was the last most serious worldwide economic slowdown?
Questions 9-12
Do the following statements agree with the information in this passage? Write on the ANSWER SHEET
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
9. The changes in the region?s economies will accelerate their growth.
10. Pegged exchange rates are a danger to Thailand and Malaysia.
11. Most of the regional economies allow their exchange rates to float freely.
12. To survive the global economic slump, the region must export more than it imports.
V. Read the following passages carefully and choose the one best answer to each question from the four choices given. Write your choice on the ANSWER SHEET. (13/150)
Text A
Plane Schedule
Save 25% to 50%
New service! US Air means new service from Newark International Airport:
Minneapolis/St. Paul: only morning, nonstop
Phoenix: direct morning flight
New service means new savings. Save 25% off our regular fare to Minneapolis/St. Paul and Phoenix with our special introductory fare. Just begin your trip from June 15 through June 29 and travel one way or roundtrip on US Air. Not restrictions... just savings.
Save even more—up to 50%—when you choose from over a dozen US Air discount fares—up to 40% for adults, 50% for children 2-17. Restrictions for discount fares vary and seating may be limited, so be sure to plan early.
Boston—nonstop! Also starting June 15, US Air will offer new evening, nonstop service to Boston. For complete details on US Air?s new service and our man discount fares, visit your travel agent or corporate travel office, or call US air in New York at (212) 736-3200; in New Jersey call (201)
622-3201.
To Minneapolis/St. Paul And Back__________
Depart Arrive Depart Arrive____________
9:15a10:52a6:20p9:30p_____________
______To Phoenix And Back__________
Depart Arrive Depart Arrive____________
9:15a12:25P l:10p9:30p_____________
_______To Boston And Back__________
Depart Arrive Depart Arrive_____________
10:00p10:53p7:30a8:30a______________
Bold numbers indicate nonstops. Other flights are direct._________
All times are local. All fights to/from Newark International Airport.
13. According to this advertisement,
a. all fights are non-stop
b. all flights from Newark leave in the morning
c. it is possible to take the return flight from Phoenix and flight to Boston on the same day
d. the flight to Phoenix takes three hours and ten minutes
Text B
The Antler Riddle: Has Lambourne of the Yard been called in 5,000 too late?
“Scotland Yard?s top fingerprint expert, Detective Chief Superintendent Gerald Lambourne had a request from th e British Museum?s Prehistoric Department to focus his magnifying glass on a mystery "somewhat outside my usual beat”.
This was not a question of Whodunit, but Who Was It. The blunt instruments he pored over were the antlers of red deer, dated by a radio-carbon examination as being up to 5,000 years old. They were used as mining picks by Neolithic man to hack flints and chalk, and the fingerprints he was looking for were of our remote ancestors who had last wielded them.
The antlers were unearthed in July d uring the British Museum?s five-year-long excavation at Grime?s Graves, near Thetford, Norfolk, a 93-acre site containing more than 600 vertical shafts in the chalk some 40 feet deep. From artifacts found in many parts of Britain it is evident that flint was extensively used by Neolithic man as he slowly learned how to farm land in the period from 3,000 to 1,500 B.C. Flint was especially used for axeheads to clear forests for agriculture, and the quality of the flint on the Norfolk site suggests that the miners there were kept busy with many orders.
What excited Mr. G. de G. Sieveking, the museum?s deputy director of the excavations, was the fried mud still sticking to some of them. "Our deduction is that the miners coated the base of the antlers with mud so that they could get a better grip," he says. "The exciting possibility was that fingerprints left in this mud might at last identify as individuals a people who "have left few relics, who could not read or write, but who may have had much more intelligence than has been supposed in the past."
Chief Superintendent Lambourne, who four years ago had "assisted" the British Museum by taking the fingerprints of a 4,000-year-old Egyptian mummy, spent two hours last week examining about 50 antlers. On some he found minute marks indicating a human grip in the mud. Then on one he found the full imprint of the "ridge structure" of a human hand—that part of the hand just below the fingers where most pressure would be brought to bear in wielding a pick.
After 25 years? specialization in the Yard?s fingerprints department, Chief Superintendent Lambourne knows all about ridge structures—technically known as the "tri-radiate section".
It was his identification of that part of the hand that helped to incriminate some of the Great Train Robbers. In 1975 he discovered similar handprints on a bloodstained tee-marker on a golf-course where a woman had been brutally murdered. They eventually led to the killer, after 4,065 handprints had been taken.
Chief Superintendent Lambourne has agreed to visit the Norfolk site during further excavations next summer, when it is hoped that further hand-marked antlers will come to light. But he is cautious about the historic significance of his findings.
“Fingerprints and handprints are unique to each individual but they can tell us nothing about the age, physical characteristics, even sex of the person who left them,” he says. “Even the fingerprints of a gorilla could be mistaken for those of a man. But if a number of imprinted antlers are recovered from given shafts on this site I could at least determine which antlers were handled by the same man, and from there might be deduced the number of miners employed in a team.
“As an indication of intelligence I might determine which way up the miners h eld the antlers and how they wielded them."
To Mr. Sieveking and his museum colleagues any such findings will be added to their dossier of what might appear to the layman as trivial and unrelated facts but from which might emerge one day an impressive new image of our remote ancestors.
14. Mr Lambourne is said to have regarded the examination of the antlers as a task
a. rather more difficult than his usual duties
b. different in nature from routine investigations
c. causing him to leave his usual headquarters
d. involving a different technique from the one in which he was qualified
15. What was the aim of the investigation referred to in the passage?
a. to provide some kind of identification of a few Neolithic men
b. to find out more about the period when the antlers were used
c. to discover more about the purpose of the antlers
d. to learn more about the type of men who used them
16. What had been the principal use of the antlers?
a. to obtain the material for useful tools
b. to prepare the fields for cultivation
c. to help in removing trees and bushes so that land could be cultivated
d. to make many objects useful in everyday life
17. How do archaeologists know that Neolithic men relied considerably on flint?
a. they have found holes that were dug with it
b. they have discovered many objects made of it
c. they have found many fingerprints on tools made of flint
d. it was useful in agriculture
18. The Museum?s deputy director is very interested in the prints because
a. useful facts about this remote period can be learned from them
b. they are valuable records of intelligent but illiterate people
c. very few objects of this remote period have been found
d. the antlers serve as link with actual people who lived at that time
19. What is the ultimate value of Lambourne?s work?
a It has no value as so little of importance can be deduced
b It will provide information about the organization of work
c. It throws light on an interesting facet of early man?s methods of work
d It can assist in filling in an increasingly detailed picture
Text C
She kisses his lips; he kisses hers; they solemnly bless each other. The spare hand does not tremble as he releases it; nothing worse than a sweet, bright constancy is in the patient face. She goes next before him - is gone; the knitting-women count Twenty-Two.
"I am the Resurrection and the Life, saith the Lord: he that believeth in me, though he were dead, yet shall he live: and whosoever liveth and believeth in me shall never die."
The murmuring of many voices, the upturning of many faces, the pressing on of many footsteps in the out skirts of the crowd, so that it swells forward in a mass, like one great heave of water, all
flashes away. Twenty-Three.
****
They said of him, about the city that night, that it was the peaceful lest man?s face ever beheld there. Many added that he looked sublime and prophetic.
One of the most remarkable sufferers by the same axe - a woman - had asked at the foot of the same scaffold, not long before, to be allowed to write down the thoughts that were inspiring her. If he had given an utterance to his, and they were prophetic, they would have been these:
"I see Barsad, the Cly, Defarge, The Vengeance, the Juryman, the Judge, long ranks of the new oppressors who have risen on the destruction of the old, perishing by this retributive instrument, before it shall cease out of its present use. I see a beautiful city and a brilliant people rising from this abyss, and, in their struggles to be truly free, in their triumphs and defeats, through long, long years to come, 1 see the evil of this time, and of the previous time of which this is the natural birth, gradually making expiation for itself and wearing out.
"I see the lives for which I lay down my life, peaceful, useful, prosperous and happy, in that England which I shall see no more. I see her with a child upon her bosom, who bears my name. I see her father, aged and bent, but otherwise restored, and faithful to all men in his healing office, and at peace. 1 see the good old man, so long their friend, in ten years? time enriching them with all h e has, and passing tranquilly to his reward.
"I see that I hold a sanctuary in their hearts, and in the hearts of their descendants, generations hence.
I see her, an old woman, weeping for me on the anniversary of this day. I see her and her husband, their course done, lying side by side in their last earthly bed, and I know that each was not more honoured and held sacred in the other?s soul than I was in the souls of both.
"I see that child who lay upon her bosom and who bore my name a man winning it so well, that ray name is made illustrious there by the light of this. I see the blots I threw upon it, faded away. I see him, foremost of just judges and honoured men, bringing a boy of my name, with a forehead that I know and golden hair, to this place - then fair to look upon, with not a trace of this day?s disfigurement - and I hear him tell the child my story, with a tender and faltering voice.
"It is a far, far better thing that I do, than 1 have ever done; it is a far, far better rest that I go to than I have ever known."
20. The male and female referred to in the first section (above the asterisks) are
a. making love in a church
b. saying farewell prior to his going on a business trip
c. losing their lives, one after the other
d. on a stage performing a love scene
21. In the man?s unspoken prophecy, he sees the people for whom he sacrificed his life
a. dying soon afterwards in the terrible Reign of Terror
b. unmindful of his sacrifice for them
c. living in peace and contentment and remembering him with gratitude
d. forgetting him and his deed in their joy at escaping from Paris
22. The man?s prophecy further foretells that someone?s son will become
a. a fine physician like his grandfather,
b. a failure like himself
c. a highly respected judge
d. a victim of the axe also
23. He foresaw that a certain married couple
a. will think of him with mixed feelings of respect and repulsion
b. will honour his memory as much as they honoured each other
c. will think of him lovingly for a time but then forget his memory
d. will never know that he sacrificed his life for them, but will nevertheless think of him with great affection
24. The bold-faced word "illustrious" in the last paragraph but one means
a. glorious
b. dishonoured
c. clearly pictured
d. well known
25. The tone of this selection is best described as
a. matter-of-fact and prosaic
b. sentimental and semiserious
c. pompous and self-conscious
d. elevated and dignified
VI. Cloze
Fill in each blank with one word that is logically and grammatically suitable. Write your answers on the ANSWER SHEET. (20/150)
Net Offers New Teaching and Learning Mode
Using the internet for English teaching ___1____ very new. However, as a resource2the hands of a skilled teacher, the 3can provide a wealth of authentic 4__, with which the skilled teacher can 5 motivating or productive activities.
For example, Internet resources6be used for class follow-up, discussing and submitting writing assignments. The teacher can 8__ useful materials from the Net, and can9grade students? papers at home by just10to the Internet and grading students? e-mail messages.
Through subscribing to electronic journals, participating in electronic discussion forums and attending conferences on the Internet, the teacher can share views and ideas with far-off colleagues quickly, easily and inexpensively. This is especially attractive and helpful for those in isolated geographic areas.
Seen in this light, the interactive nature 11 the Internet is certainly conductive to English 12 professional development: updating their knowledge in 13 area of expertise and enabling them to 14 up with social and educational changes.
On the 15 hand, the Internet provides unprecedented opportunities and 16 to the Internet. They are able to 17 their reading, information processing, and listening skills 18exposure to the authentic language they encounter on 19 Internet.
Their productive skills will also 20 developed. For example, they develop oral fluency through group
work on a common task, and written fluency through extensive composition practice on the Internet. In addition, Internet activities can encourage the development of cultural awareness by being exposed to international influences and foreign cultures.
VII. Fill in each blank with the best answer from the four choices given under the correspondent number. Write your choice on the ANSWER SHEET. (20/150)
Cosmic Close-ups
They look 1like great towering thunderheads, billowing high 2 the evening sky as they catch the last 3 of the setting sun. They are so4, so startlingly three dimensional that the mind
5to domesticate them, to bring them6to earth, to imagine them rising on the horizon or 7beyond the wings of an airliner. These are no ordinary clouds,8 . They stand not
9,000m but almost 10 trillion km 9.They are illuminated not with ordinary earthly 10 but with searing ultraviolet radiation spewing 11 nuclear fires at the center of a handful of12 formed stars. And they?re 7,000 ligh t-years from Earth—more than 400 million times as far away as the sun.
If anyone still harbored 13 doubts about the Hubble?s power to do 14 science, the new photograph should put those doubts to 15 . Without the Hubble this discovery ___16___possible—and neither would a score of others spanning virtually every 17 of astronomy. The telescope has already thrown Big Bang 18 a curve by suggesting that some 19 in the universe are older than the 20itself.
This cosmic vista, seen in a photo released by the National Aeronautics and Space Administration (NASA) two weeks ago, is the latest in a series of stunning images captured from the ends of the universe by the Hubble Space Telescope. Once written off as a near total loss because of an inaccurately ground mirror, the Hubble has in the past two years redeemed itself spectacularly. It has offered close-up pictures of distant galaxies that are 10 times as sharp as those produced by earthbound telescopes-pictures that are not just scientifically significant but breathtakingly beautiful as well. In fact, the orbiting observatory has extended our view of the cosmos more dramatically than any single instrument since Galileo first pointed his crude, low-power telescope at the heavens.
1. a. remarkably b. outstanding c. startling d. extraordinary
2. a. in b. into c. on d. up
3. a. light b. beam c. brightness d. rays
4. a. blunt b. dark c. dim d. sharp
5. a. wants b. gets c. keeps d. has
6. a. up b. forth c. down d. in
7. a. even b. merely c. just d. scarcely
8. a. anyhow b. however c. whatever d. therefore
9. a. high b. tall . c. lofty d. low
10. a. light b. beam c. brightness d. rays
11. a. off b. of c. from d. through
12. a. recent b. new c. late d. newly
13. a. linger b. lingering c. lingered d. to linger
14. a. ground break b. groundbreaking c. groundbroken d. to ground break
15. a. rest b. trial c. suspension d. light
16. a. would have been b. won?t be c. would not have been d. would not be
17. a. field b. branch c. section d. part
18. a. philosophers b. thinkers c. truth-seekers d. theorists
19. a. stars b. objects c. globes d. planets
20. a. sky b. space c. universe d. world
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参考答案：
1. Basic English: (100/150)
I. 1. D outdated. 2. B can give 3. A mistake 4. B him 5.B increasing
6. A How
7. C exposure
8. A if /though∧
9. D writers. 10. A去掉interrelationships
II.1. A. to be digested 2. A. lest 3. C. could stay 4. D. a beautiful new green Hong Kong jacket 5. C. did we try 6. D. so 7. A. disposition 8. C. should they be high trees or buildings 9. A. taking ... postponing 10. C. his winning
III. (1)_____on___ (2)___on_____ (3)___hides___ (4) ___at______ (5)___time____ (6) ____with___ (7)__rapidly__ (8) ___its_____ (9)____√____ (10) ___earth__ (11) ____of____ (12) ___them___ (13)___√_____ (14)___therefore_ (15)_independent
IV. 1.Paragraph B ii
2.Paragraph C V
3.Paragraph D Vii
4.Paragraph E Viii
5. Central back governors
6. Encourage growth
7. China
8. 1997
9. Yes 10. Yes 11. Not given 12. No
V. 13. b. 14. d. 15. d. 16. a.17. b.18. b. 19. c. 20. c. 21. c. 22. c. 23. d. 24. a.25. d.
VI. Cloze
1seems____ 2 for 3 internet 4material__ 5make 6 can8downloads__ 9 easily 10 connecting/surying11 of 12for 13 every 14keep 15other 16 accesses/ways/means 17 improve 18by/through 19 the 20 be
VII.
1. a. remarkably
2. d. up
3. b. beam
4. c. dim
5. d. has
6. c. down
7. a. even
8. c. whatever
9. a. high 10. a. light 11. c. from 12. d. newly13. b. lingering14. b. groundbreaking15. a. rest 16. c. would not have been 17. a. field18. d. theorists19. a. stars20. c. universe
吴中东：给北航英研班同学的补充练习
https://www.doczj.com/doc/6f10220425.html, 环球资讯-英语专业考研 2007年1月10日
Passage 1
When W. E. B. DuBois, the patrician black leader, predicted in 1903 that the problem of the 20th century would be the color line, he had in mind an ethno-racial problem with a dual character. One side was the near complete exclusion of African-Americans and other minorities from the upper echelons and leadership of American society, public life and national identity. The other was the segregation of blacks from the social, communal and intimate cultural life of white Americans.
America resolution of the public side of the color line would have amazed DuBois. The nation stands today as a global model in the sophistication and enforcement of its civil rights laws, the diversity of its elite, the participation of blacks and other minorities in its great corporations and its public cultural life, and in the embrace of blacks as an integral part of the nation and what it means to be an American.
A black man has led the world most powerful military machine and stood a good chance of winning the presidency on the Republican ticket had he run; another is now a leading challenger for the Democratic nomination. A black woman, Oprah Winfrey, is perhaps the nation most powerful cultural force; another, Secretary of State Condoleezza Rice, is one of the world most powerful people and is the nation public face before the world. The recent decisive gubernatorial victory of Deval Patrick in Massachusetts is yet another instance of full public integration. And in popular culture, blacks? presence is out of all proportion to their numbers.
But when we turn to the other side of DuBois color line, we find a stunning paradox: accompanying this public integration has been the near complete isolation of blacks from the private life of the white majority. Recent modest improvements notwithstanding, blacks, including the middle class, are nearly as segregated today as they were in DuBois day. The typical black child now goes to a school that is more segregated than in the late ?0s. Segregation is the last major race problem because poverty, per se, is no longer mainly the result of discrimination but part of a broader national crisis that includes whites. Poverty greater incidence among blacks is largely due to segregation.
Compounding the paradox is the fact that the highest metropolitan segregation rates are now in the iberal? Regions of the Northeast and the Midwest, including New York. The paradox deepens when we learn from repeated polls that whites say they are comfortable living in neighborhoods that are approximately 25 percent black.
The celebrated tipping-point theory of Thomas Schelling, the Nobel Prize-winning economist, has long appeared to offer a pessimistic answer to the puzzle. It holds that even where a majority of whites favor having black neighbors, the all-white preference of just a few will always rapidly escalate into total segregation.
However, the economist William Easterly, after examining data on segregation over the past three decades, has demonstrated conclusively that Schelling theory is groundless in regard to race. In the vast majority of neighborhoods studied, Easterly found no pattern of acceleration of white decline, no evidence of a sudden, extreme exodus at the fabled tipping point, but instead a steady, almost constant decline in the proportion of whites from one decade to the next. Moreover, the typical neighborhoods that did change from being predominantly white to predominantly black in this period
still had a significant proportion of whites living in them.
So why does segregation persist? The evidence seems clear that, in sharp contrast with the past, the major cause is that blacks generally prefer to live in neighborhoods that are at least 40 percent black. Blacks mention ethnic pride and white hostility as their main reasons for not moving to white neighborhoods. But studies like Mary Pattillo-McCo ethnography of middle-class black ghettos show that the disadvantages, especially for youth, far outweigh the psychic gains.
It would be nae to discount persisting white racism, but other minorities, like Jews, have faced a similar dilemma and opted, with good reasons, for integration. The Jewish-American experience also shows that identity and integration are not incompatible, and that when the middle class moves, others follow. If America is ever to solve the second part of DuBois color problem, it will be on the shoulders of the black middle class.
Orlando Patterson, a professor of sociology at Harvard, is a guest columnist.
Passage 2
Most students arrive at college using "discrete, concrete, and absolute categories to understand people, knowledge, and values." These students live with a dualistic view, seeing "the world in polar terms of we-right-good vs. other-wrong-bad." These students cannot acknowledge the existence of more than one point of view toward any issue. There is one right way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. However, while these students accept multiple points of view, they are unable to evaluate or justify them. To have an opinion is everyone?s right. While students in the dualistic stage are unable to produce evidence to support what they consider to be self-evident absolutes, students in the multiplistic stage are unable to connect instances into coherent generalizations. Every assertion, every point, is valid. In their democracy they are directionless. Capital punishment? What sense is there in answering one murder with another?
The third stage of development finds students living in a world of relativism, Knowledge is relative: right and wrong depend on the context. No longer recognizing the validity of each individual idea or action, relativists examine everything to find its place in an overall framework. While the multiplist views the world as unconnected, almost random, the relativist seeks always to place phenomena into coherent larger patterns. Students in this stage view the world analytically. They appreciate authority for its expertise, using it to defend their own generalizations. In addition, they accept or reject ostensible authority after systematically evaluating its validity. In this stage, however, students resist decision making. Suffering the ambivalence of finding several consistent and acceptable alternatives, they are almost overwhelmed by diversity and need means for managing it. Capital punishment is appropriate justice—in some instances.
In the final stage students manage diversity through individual commitment. Students do not deny relativism. Rather they assert an identity by forming commitments and assuming responsibility for them. They gather personal experience into a coherent framework, abstract principles to guide their actions, and use these principles to discipline and govern their thoughts and actions. The individual has chosen to join a particular community and agrees to live by its tenets. The accused has had the benefit of due process to guard his civil rights, a jury of peers has found him guilty, and the state has the right to end his life. This is a principle my community and I endorse.
Passage 3
Translating versus interpreting
Some problems arise because people think of translating and interpreting as being two entirely different kinds of operations, one written and the other spoken. But both are part of the same act of producing in a receptor language the closest natural equivalent of the source text, whether spoken or written. The significant differences are the speed with which an interpreter must make decisions, the enormous tension to keep up with the rapid flow of spoken language, the background knowledge necessary for instant recall, and the willingness to produce something that may not be "perfect." In fact, no interpretation is ever perfect.
Interpreting can, however, be an important plus for a translator, because it immediately forces him or her to be up to date with respect to rapid developments within any discipline, and it highlights the fact that listening to one language and speaking in another is a largely automatic process, something that some translators have faired to recognize.
At the former Maurice Thorez Institute of foreign languages in Moscow, persons who had already demonstrated exceptional ability as translators could also be tested for their possible ability to act as professional interpreters. The test consisted of an assigned topic, one minute to prepare, and one minute to speak. The reason for this type of testing was the conviction that interpreting, whether consecutive or simultaneous, depended more on an ability to organize information than on determining meaning.
Passage 4
“It is impossible that old prejudices and hostilities should longer exist, while such an instrument has been created for the exchange of thought between all the nations of the e arth,” acclaimed Victorian enthusiasts the arrival in 1858 of the first transatlantic telegraph cable. People say that sort of things about new technologies, even today. Biotechnology is said to be the cure for world hunger. The sequencing of the human genome will supposedly eradicate cancer and other diseases. The wildest optimism, though, has greeted the Internet. A whole industry of cyber gurus has enthralled audiences (and made a fine living) with exuberant claims that the Internet will prevent wars, reduce pollution, and combat various forms of inequality. However, although the Internet is still young enough to inspire idealism, it has also been around long enough to test whether the prophets can be right.
Grandest of all the claims are those made by some of the experts at the Massachusetts Institute of Technology about the Internet?s potential as a force for peace. One guru, Nicholas Negroponte. has
declared that, thanks to the Internet, the children of the future "are not going to know what nationalism is". His colleague, Michael Dertouzos, has written that digital communications will bring
"computer-aided peace" which ?"may help stave off future flare-ups of ethnic hatred and national break-ups". The idea is that improved communications will reduce misunderstandings and avert conflict.
This is not new, any more than were the claims for the peace-making possibilities of other new technologies. In the early years of the 20n century, aeroplanes were expected to end wars, by promoting international communication and (less credibly) by making armies obsolete, since they would be vulnerable to attack from the air. After the First World War had dispelled such notions, it was the turn of radio. "Nation shall speak peace unto nation," ran the fine motto of Brit ain?s BBC World Service. Sadly, Radio of Rwanda disproved the idea that radio was an intrinsically pacific force once and for all.
The mistake people make is to assume that wars are caused simply by the failure of different peoples to understand each other adequately. Indeed, even if that were true, the Internet can also be used to advocate conflict. Hate speech and intolerance flourish in its dark corners, where government finds it hard to intervene. Although the Internet undeniably fosters communication, it will not put an end to war.
READING COMPREHENSION (75 minutes)
In this section you must choose the word or phrase which best completes each sentence. Write the numbers 1-40, each on a separate line, and beside each number write the letters, A, B, C, D and E. Then cross through the letter before the word or phrase you choose in each case. Give one answer only to each question.
1. An Arctic blizzard swept through the now _________city streets.
A. lonely
B. deserted
C. neglected
D. isolated
E. insulated
2. I _________this book to all who enjoy an exciting story.
A. recommend
B. praise
C. approve of
D. compliment
E. appreciate
3. The lawyer gave advice to poor people for a very small_________.
A. payment
B. cost
C. fee
D. wage
E. contribution
4. I hurried to Smith so that we could discuss some of the new plans as we ________were walking
A. come up with
B. overtake
C. reach up to
D. catch up with
E. go along with
5. The congregation listened in reverent attention t o the bishop?s__________.
A. sermon
B. speech
C. lecture
D. discourse
E. conference
6. It was his ________to retire from business the following year.
A. intention
B. opinion
C. meaning
D. advice
E. hope
7. There is a very __________rule forbidding smoking in bed.
A. severe
B. strong
C. heavy
D. hard
E. strict
8. This is my business and you have no right to ________.
A. intervene
B. interfere
C. interrupt
D. disturb
E. break in
9. You have taken _________far too many responsibilities.
A. in
B. on
C. out
D. upon
E. to
10. I found the missing file ________on the top shelf.
A. laying
B. lain
C. lying
D. resting
E. deposited
11. I was told that this material would not _________in the wash but it has.
A. dwindle
B. shrink
C. decrease
D. contract
E. reduce
12. I realised it would be far too ________to walk alone through those ill-lit streets after dark.
A. bold
B. heroic
C. risky
D. daring
E. courageous
13. The jury returned a (n) ________of ?not guilty?.
A. sentence
B. charge
C. summons
D. verdict
E. evidence
14. The student waited with some slight____________while his teacher stood reading his exercise.
A. dread
B. terror
C. apprehension
D. horror
E. despair
15. The police have asked for the ________of the public in tracing the whereabouts of the escaped convict.
A. partnership
B. co-operation
C. union
D. association
E. alliance
16. The very idea of her winning the beauty competition is quite_________.
A. abrupt
B. absurd
C. awkward
D. abnormal
E. futile
17. The widely-publicised demonstration did not after all_________.
A. come off
B. go off
C. get on
D. break out
E. put on
18._________he fails his final examination, he is still sure of a University place.
A. if
B. in case
C. although
D. even when
E. even if
19. To a large extent slavery was __________during the past century..
A. stopped
B. prevented
C. abolished
D. uprooted
E. removed
20.__________of half-starving wolves were roaming the snow-covered countryside.
A. flocks
B. herds
C. packs
D. swarms
E. shoals
21. As the sky darkened it soon became obvious that a violent thunderstorm was__________.
A. imminent
B. instantaneous
C. immediate
D. simultaneous
E. eminent
22. To what extent will future scientific discoveries make possible the _________of the human life span?
A. magnification
B. increase
C. expansion
D. prolongation
E. growth
23. Is a person to be more highly _________for his courage or for his self-sacrifice?
A. estimated
B. assessed
C. esteemed
D. gauged
E. reckoned
24. His parents gave him many expensive toys as some form of _________for his lameness and inability to play active games.
A. prize
B. remedy
C. bribe
D. reward
E. compensation
25. The firm should make a substantial profit _________satisfactory labour relations are maintained.
A. unless
B. with the result that
C. provided that
D. even if
E. in case
26. A half-savage mongrel went _________the tramp as the man approached the farm.
A. at
B. against
C. about
D. upon
E. for
27. No hazard or difficulty could _________the two mountaineers from their intention of reaching the summit.
A. dilate
B. defect
C. deflect
D. deflate
E. defeat
28. He set one alarm-clock for five o?clock and the other for five past so as to ________that he did not oversleep.
A. assure
B. ensure
C. insure
D. reassure
E. safeguard
29. The dentist had to _________the tooth as it was badly decay?
A. extract
B. release
C. pull off
D. extricate
E. eradicate
30. I hope you are not _________that 1 obtained this money dishonestly.
A. implying
B. involving
C. denoting
D. inferring
E. deducing
31. The townspeople were always so well-behaved and __________that the police hart an idle life.
A. systematic
B. orderly
C. methodical
D. meticulous
E. scrupulous
32. Under certain conditions of stress, some people _________qualities they had never known they possessed.
A. uncover
B. expose
C. express
D. reveal
E. show up
33. The evening?s entertainment was __________by an electrical power cut.
A. curtailed
B. condensed
C. abbreviated
D. abridged
E. compressed
34. The cathedral is _________in the centre of the city.
A. positioned
B. placed
C. situated
D. stood
E. localised
35. The fire was __________by the time the firemen arrived.
A. in
B. off
C. out
D. away
E. finished
36. The interpreter gave only a_________ version of the old man?s long rambling account.
A. minor
B. minimum
C. miniature
D. marginal
E. condensed
37. All members of the staff should ___________in the canteen for special instructions
A. assemble
B. unite
C. merge
D. amalgamate
E. combine
38. I know him _________but I have never actually spoken to him.
A. by sight
B. at sight
C. on sight
D. in sight
E. from sight
39. That evening he reached the theatre late, only just time to dress and make up.
A. on
B. in
C. by the
D. with
E. at the
40. He lives _________his office.
A. out of
B. far from
C. apart from
D. a long way from
E. distant from
Close
Exercise I
1. Fill each of the numbered blanks in the following passage with one suitable word.
From the beginning, water has furnished man with a source of food and a highway to travel upon. The first civilisations arose____________ (1) water was a dominant element in the environment, a challenge__________(2) man?s ingenuity. The Egyptians invented the 365___________ (3) calendar in response___________ (4) the Nile?s annual flooding. The Babylonians, who were among ___________ (5) most famous law-makers___________ (6) antiquity, devised edicts regulating water usage. Water inspired the Chinese___________ (7) build a 1,000 mile canal, a complex system
___________ (8), after nearly 2,500 years, ___________ (9) still partly in use and still commands the awe of engineers. But the ancients never found complete solutions ____________ (10) their water problems. The Hwang Ho, or Yellow River, is also known___________ (11) "China?s Sorrow"; it is so erratic and dangerous___________ (12) in a single flood it has caused a million deaths. Floods harassed the great civilisation of the Indus River valley, and inadequate drainage ruined
much__________ (13) its land. Today____________ (14) dominates man as it always
has___________ (15). Its presence continues to govern the location of his homes and cities; its tempestuous variability can kill ___________ (16) or his herds or his crops; its routes link him
to____________ (17) fellows; its immense value may add___________ (18) already dangerous political conflicts. There are many examples__________ (19) this in our___________ (20) time.
Exercise II
1. Fill each of the numbered blanks in the following passage with one suitable word.
Between 1820__________ (1) 1860, _________ (2) United States underwent three significant changes: wares ___________ (3) immigrants flooded the port cities; the non-Anglo San population greatly _________ (4); and cities grew__________ (5) a rapid ___________ (6). Proud defenders of the Old Republic felt that_________ (7) changes, taken___________ (8) a whole, constituted a threat to American society. The massive immigration was larger and more rapid_________ (9)
any________ (10) the past. No legal restrictions inhibited the stream___________ (11) those seeking a new life___________ (12) the Atlantic. About 5,000,000 immigrants__________ (13) to America between 1820 and 1860, half of __________ (14) arriving after 1850. A small nation _____________ (15) 10,000,000 in 1820 was transformed__________ (16) a giant of 31,000,000___________ (17) 1860.
Many of the newcomers brought__________ (18) them a war of__________
(19)which__________(20) radically from that of America.
Exercise III
1. Fill each of the numbered blanks in the following passage with one suitable word.
Note: advocate and barrister are both words for a lawyer engaged to defend someone in court.
Every person charged___________ (1) a criminal offence is entitled to__________ his version of the case put before the court.___________ (3) is no part of an advocate?s duty to prejudge the case: that is within__________ (4) exclusive province of the jury,___________ (5) the judge, ___________ (6) the case may be, after hearing___________ (7) sides.__________ (8), a barrister
has__________(9) right to refuse a murder case, for instance, _____________(10) the ground that he believes that__________(11) accused is guilty, and conversely, he must not allow__________ (12) to be _________(13) carried away by his personal belief in his client that he _________ (14) a
partisan____________ (15) of an advocate. In his personal__________ (16), an advocate should be detached from the case; in his capacity__________ (17) an advocate, it is his duty to present the evidence and the arguments____________ (18) favor of his client to the ____________(19) of his ability, ___________ (20) he believes in them or not.
Exercise IV
1. Fill each of the numbered blanks in the following passage with one suitable word.
The natural method of learning a foreign language almost necessarily implies residence in the country where__________ (1) language is spoken. But residence abroad has aim___________ (2) own linguistic dr awbacks. It sounds well to talk of …picking__________ (3) a language ___________(4) ear in the country_________ (5), but most good linguists will confess that they learnt nearly everything from books, especially at the beginning of ___________ (6) study. There are, indeed, many obstacles _________ (7) learning from conversation. In the hurry of talk we apt to mishear and forget, so
that____________ (8) we learn in that way is__________ (9) reliable. Conversation is not
really__________ (10) means of learning new words and expression, but __________ (11) of practice in hearing and reproducing what we have_________ (12) learnt. In conversation we ___________(13) have the disadvantage of hearing only the answers to __________(14) questions, while we
have____________ (15) way of knowing____________(16) those questions were expressed correctly, for it is very difficult to overhear the native speakers asking each ___________(17) questions which will serve___________ (18) patterns for our___________ (19). Rash reproductions of what we hear casually may land us in vulgar, ludicrously slangy or_____________ (20)objectionable expressions.
Exercise V
1. Fill each of the numbered blanks in the following passage with one suitable word.
In the past castles were normally classified as "military engineering" and banished_________ (1) the architectural scene at once. Today, architects and engineers__________ (2) far more closely
linked__________ (3) in the past; we are therefore ready to__________ (4) the idea that, because a castle was designed__________ (5) a well-protected home __________ (6) its occupants, it __________ (7) qualities which we can recognize _________ (8) essentially architectural. Once the site___________ (9) the castle had been chosen, ________ (10) form would be dictated__________ (11) the materials with which it__________ (12) to be built, and the many services __________ (13) had to provide for those _________ (14) its walk. __________ (15) its chief role was a
defensive__________ (16), in times of peace it__________ (17) be expected to act __________ (18) the centre of local government, a hall___________ (19) justice, or perhaps___________ (20) a prison.
参考答案：
Exercise I:
1. where
2. to
3. day
4. to
5. the
6. of/in
7. to
8.
which/that9. is/remains10. to11. as12. that13. of 14. it/water15. done 16. him/man17. his18. to19. of20.own
Exercise II:
1. and
2. the
3. of
4. increased
5. at
6. rate/aped/pace
7. those/such/the
8. as
9. than10. in11. of12. across/beyond13. went/came/traveled 14. them/these15. of16. into 17. by18. with19. life/living20.differed
Exercise III:
1. with
2. have/hear/get
3. It
4. the
5. and
6. whatever
7. both
8. Thus
9. no10. on11. the12. himself13. so14.
is/becomes
15. instead 16.capacity17. as18. in19. best20.whether
Exercise IV:
1. the/that/this
2.its
3. up
4. by
5. concerned/itself
6. their
7. to
8. what/language9. not/never/rarely/hardly10. nothing11. really12.
already/recently13. also/always14.our15. no16.whether17. other18. as19. own/questions20.otherwise/even/rather