07年全国硕士研究生入学考试英语模拟试题四
英语世界 来源：济南新东方学校 作者： 发布时间：2006-11-27
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. (10 points)
Man has always been free to make choices or decisions for himself, given an environment that would permit such choices to be made. Even in times of 1 or war, individuals have had 2 choices 3 whether they would flee, fight, attempt to affect a compromise. It was Aristotle who firmly believed 4 man is the being who makes himself. Further 5 for the concept of self-responsibility can be found in the writings of Thomas Aquinas, who stated, "Man differs from the irrational creatures in . . . that he is 6 of his own acts. "
As babies, we had to 7 others in our environment for the most fundamental things. We did make our comforts and discomforts 8 , but basically others 9 our experiences to us. We were virtually helpless and 10 the mercy of others, usually our parents.
As we grew older, increased intellectual development resulted in increased behavioral options' 11 available to us. 12 these options were usually under numerous restrictions, we were 13 on our way to expanding our 14 of self-responsibility.
From the teen years on, it is the individual who is willing to 15 responsibility for his or her own choices, decisions, and behavior, 16 is regarded as "mature" and well-developed, psychologically 17 .
Humanistic theorists viewed man as essentially free to accept responsibility for directing his own life and in 18 his own destiny. The individual becomes 19 he or she "decides" to become, and must accept the responsibility for the 20 of his or her life. As Jean Paul Sartre has put, "We are our choices. "
|
1 |
[A]poverty |
[B]success |
[C]peace |
[D]persecution |
|
2 |
[A]any |
[B]no |
[C] certain |
[D]multiple |
|
3 |
[A] on to |
[B] as to |
[C] except for |
[D] apart from |
|
4 |
[A] which |
[B] what |
[C] that |
[D] when |
|
5 |
[A] support |
[B]proof |
[C] justification |
[D] evidence |
|
6 |
[A] master |
[B]commander |
[C] manipulator |
[D] chief |
|
7. |
[A] stand by |
[B] resort to |
[C] side with |
[D] rely on |
|
8. |
[A] knowing |
[B] known |
[C] know |
[D] to know |
|
9. |
[A] distributed |
[B] dictated |
[C] allocated |
[D] ordered |
|
10. |
[A] with |
[B]in |
[C]at |
[D] on |
|
11. |
[A] became |
[B] become |
[C] becoming |
[D] to become |
|
12. |
[A] While |
[B]If |
[C] Because |
[D] Although |
|
13. |
[A] long |
[B] far |
[C] much |
[D] well |
|
14. |
[A] realm |
[B] territory |
[C] topic |
[D] subject |
|
15. |
[A] take |
[B] make |
[C] put |
[D] set |
|
16. |
[A] what |
[B] whom |
[C] who |
[D] which |
|
17. |
[A] talking |
[B] speaking |
[C] explaining |
[D] defining |
|
18. |
[A] building |
[B] shaping |
[C] opening |
[D] depicting |
|
19. |
[A] what |
[B] that |
[C] who |
[D] as |
|
20. |
[A] graph |
[B] program |
[C] chart |
[D] course |
Part II Reading Comprehension
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C, D. Mark your choice on ANSWER SHEET 1. (40 points)
Text 1
The extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility.
In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class, and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.
For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work.
The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice. And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.
21.Which of the following is true of the first paragraph?
A . Democratic ideas started with education.
B . Federalists were opposed to education.
C . New education helped confirm people’s social status.
D . Old education had been in tune with hierarchical society.
22.The difference between “gentleman-in-waiting” and “journeyman” is that
A . Education trained gentleman-in-waiting to climb higher ladders.
B . Journeyman was ready to take whatever was given to them.
C . Gentle-to-waiting belonged to fixed and high social class.
D . Journeyman could do practically nothing without education.
23.According to the second paragraph, land-grant college
A . belonged to the land-owning class.
B . enlarged the scope of education.
C . was provided only to the poor.
D . benefited all but the upper class.
24.Which of the following was the most important for a “gentleman-in-waiting”?
A . Manners. B . Education. C . Moral. D . Personality.
25.The best title for the passage is
A . Education and Progress.
B . Old and New Social Norms.
C . New Education: Opportunities for More.
D . Demerits of Hierarchical Society.
Text 2
Eating right to prevent heart disease may seem complicated and confusing, but it's a breeze compared with trying to design an anticancer diet. Cardiovascular disease is relatively simple; it's the result of normal bodily processes taken to the extreme. Cancer, by contrast, involves changes in the programming of DNA within the nuclei of individual cells. Beyond that, heart disease is an illness that affects a single organ system, while cancer is dozens of different diseases that target body parts as radically different as the brain, breast and bone.
That being the case, it's no surprise that the relationship between diet and cancer is still largely a matter of educated guesswork—and in many cases, the guesses have turned out to be wrong. Take the much publicized link between high-fat diets and breast cancer, for example. Women, who live in Western countries, where high-fat diets are the norm, tend to have high breast-cancer rates. Even more telling: women of Japanese ancestry who live in the
A similar process of educated-guess-and-error led people to load up on the nutritional supplement beta carotene (a natural red substance found in carrots and other vegetables) in the early 1990s. Scientists noted that those who eat lots of fruits and vegetables tend to get less cancer and speculated that carotenoids—the same antioxidant substances that seem to protect against heart disease—were responsible. In particular, they focused on beta carotene, the most abundant and common carotenoid, as the most likely to prevent cancer.
Yet a series of targeted studies in
Health experts are not ready to list the foods that will keep cancer at bay, but some broad outlines of an anti-cancer diet are taking shape. Beta carotene might not be the key. But fruits and vegetables seem to help. So along with giving up tobacco and limiting alcohol consumption, the best way to prevent a broad range of cancers, given the current state of medical knowledge, is to eat more fruits and vegetables. That sort of diet will help you stay trim and prevent heart disease anyway—so if, against all odds, it turns out to have no effect on cancer, it certainly can't hurt.
26. We may conclude from the first paragraph that
[A] heart disease is mainly caused by abnormal eating habits.
[B] cancer is far more difficult to prevent than heart disease.
[C] changing the programming of DNA may help treat cancer.
[D] designing an anticancer diet is as easy as a breeze.
27. Observations and studies of women living in the U. S. prove that
[A] American women are in better health than women of Japanese ancestry.
[B] there is a clear relationship between high-fat diets and breast cancer.
[C] Japanese women have not yet fully adapted to Western eating norm.
[D] there is nothing conclusive in terms of the breast cancer-fat link.
28. We can learn from the selection that beta carotene supplements
[A] are ineffective in preventing heart disease.
[B] may not be effective in preventing cancer.
[C] are the most important nutrients we need.
[D] should normally be taken in low doses.
29. According to health experts, eating more vegetables and fruits
[A] will definitely do us no harm whatsoever.
[B] is the most effective anti-cancer diet.
[C] provides us with enough beta carotene.
[D] can protect us against the harms caused by drinking.
30. Which of the following questions does the selection best answer?
[A] Can food protect us against cancer?
[B] Should we believe in educated guesswork?
[C] Is beta carotene good for our health?
[D] Are Japanese women more likely to get breast cancer?
Text 3
Vinton Cerf, known as the father of the Internet, said on Wednesday that the Web was outgrowing the planet Earth and the time had come to take the information superhighway to outer space.
“The Internet is growing quickly, and we still have a lot of work to do to cover the planet,” Cerf told the first day of the annual conference of the Internet Society in Geneva where more than 1,500 cyberspace fans have gathered to seek answers to questions about the tangled web of the Internet.
Cerf believed that it would soon be possible to send real-time science data on the Internet from a space mission orbiting another planet such as Mars. “There is now an effort under way to design and build an interplanetary Internet. The space research community is coming closer and closer and merging. We think that we will see interplanetary Internet networks that look very much like the ones we use today. We will need interplanetary gateways and there will be protocols to transmit data between these gateways,” Cerf said.
Francois Fluckiger, a scientist attending the conference from the European Particle Physics Laboratory near
Cerf has been working with NASA’s Pasadena Jet Propulsion Laboratory — the people behind the recent Mars expedition — to design what he calls an “interplanetary Internet protocol.” He believes that astronauts will want to use the Internet, although special problems remain with interference and delay.
“This is quite real. The effort is becoming extraordinarily concrete over the next few months because the next Mars mission is in planning stages now,” Cerf told the conference.
“If we use domain names like Earth or Mars...jet propulsion laboratory people would be coming together with people from the Internet community.” He added.
“The idea is to take the interplanetary Internet design and make it a part of the infrastructure of the Mars mission.”
He later told a news conference that designing this system now would prepare mankind for future technological advances.
“The whole idea is to create an architecture so the design works anywhere. I don’t know where we’re going to have to put it but my guess is that we’ll be going out there some time,” Cerf said.
“If you think 100 years from now, it is entirely possible that what will be purely research 50 years from now will become commercial 100 years from now. The Internet was the same — it started as pure research but now it is commercialized.
31.According to Cerf, the purpose to design interplanetary internet is to
A . send real-time science data.
B . communicate with astronauts.
C . lay foundation for future technological advances.
D . commercialize it.
32.From the text, we learn that Vinton Cerf is
A . seeking answers to questions about the internet web.
B . working on interplanetary internet with collaboration of NASA.
C . trying to commercialize the interplanetary internet.
D . exploring the possibility of establishing internet network on Mars.
33.It can be inferred from the last paragraph that
A . the dream to build interplanetary internet can be fulfilled in the future.
B . interplanetary internet will be commercialized in 100 years.
C . the research of internet took 50 years.
D . it will take a long time to build interplanetary internet.
34.We know from the text that Mars mission is
A . one of NASA’s internet projects.
B . an expedition to Mars.
C . the infrastructure of the interplanetary internet.
D . to create an architecture on Mars.
35.Which of the following is the main point of the text ?
A . The development of the internet.
B . The possibility of space research.
C . Universal information superhighway.
D . The technological advances of Mars mission.
