考研考博-考博英语-同济大学模拟考试题含答案47

考研考博-考博英语-同济大学模拟考试题含答案1. 单选题Tom was accused of _ against black persons, that is to say, he looks down upon them.问题1选项A.discriminatingB.distinguishingC.distressingD.disguising【答案】A【解析】动词词义辨析。discriminating “歧视”；distinguishing “辨别，区分”; distressing “使痛苦，迫使”；disguising “掩饰，伪装”。句意：汤姆被指控歧视黑人，也就是说，他瞧不起他们。选项A符合题意。2. 单选题This method _ my headache. It really takes effect.问题1选项A.soothesB.sobersC.soarsD.soaks【答案】A【解析】动词词义辨析。soothes“安慰，缓和”；sobers “使严肃，使清醒”；soars“上升，高耸”；soaks“浸泡，渗透”。句意：这种方法减轻了我的头痛，真的起了作用。选项A符合题意。3. 单选题Ever since its discovery, Pluto has never really fitted in. After the pale and glowing giant Neptune, it is little more than a cosmic dust mite, swept through the farthest reaches of the solar system on a planet wildly tilted relative to the rest of the planets. It is smaller than Neptunes largest moon, and the arc of its orbit is so oval that it occasionally crosses its massive blue neighbors path.For years, it has been seen as our solar systems oddest planet. Yesterday，however, scientists released perhaps the most convincing evidence yet that Pluto, in fact, is not a planet at all. For the first time, astronomers have peered into a belt of rocks beyond Pluto unknown until 10 years agoand found a world that rivals Pluto in size. The scientists posit that larger rocks must be out there，perhaps even larger than Pluto, meaning Pluto is more likely the king of this distant realm of space detritus than the tiniest of the nine planets.When discovered in 1930，“Pluto at that point was the only thing (that far) out there, so there was nothing else to call it but a planet,” says Mike Brown, an astronomer at the California Institute of Technology in Pasadena. “Now it just doesnt fit.” In one sense, the question of Pluto s planetary status is arcane, the province of pocket-protected scientists and sun-deprived pen pushers determined to decide some official designation for a ball of dust and ice 3 billion miles away.Yet it is also unquestionably something more. From science fair dioramas to government funding, planets hold a special place in the public imagination, and how Pluto is eventually seenby kids and Congress alikecould shape what future generations learn about this mysterious outpost on the edge of the solar system. The debate has split the astronomical community for decades. Even before the distant band of rocks known as the Kuiper Belt was found, Plutos unusual behavior made it suspicious.Elsewhere, the solar system fit into near families: the rocky inner planets，the asteroid belt, the huge and gaseous outer planets. Pluto, though, was peculiar. With the discovery of the Kuiper Beltcountless bits of rock and ice left unused when the wheel of the solar system first formedPluto suddenly seemed to have cousins. Yet until yesterday, it held to its planetary distinction because it was far larger than anything located there.The rub now is Quaoar (pronounced KWAH-oar), 1 billion miles beyond Pluto and roughly half as large. Named after the creation force of the tribe that originally inhabited the Los Angeles basin, Quaoar forecasts problems for the erstwhile ninth planet, says discoverer Dr. Brown: “The case is going to get a lot harder to defend the day somebody finds something larger than Pluto,”To some, the problem is not with Pluto, but the definition of “planet.” In short，there is none. To the Greeks, who coined the term, it meant “wanderer,” describing the way that the planets moved across the night sky differently from the stars behind them. Today, with our more nuanced understanding of the universe, the word no longer has much scientific meaning.New Yorks Hayden Planetarium caused a commotion two years ago by supposedly demoting Pluto, lumping it with the Kuiper Belt objects in its huge mobile of the solar system. In reality, however, the planetarium was making a much broader statement, says Nell Degrasse Tyson, an astrophysicist there. The textbooks of the future should focus more on families of like objects than “planets.” The discovery of Quaoar strengthens this idea: “Everyone needs to rethink the structure of our solar system,” he says. “Weve just stopped counting planets. Still, many are loath to part with the planet Pluto. They note that Pluto, in fact, is distinct from many Kuiper Belt objects. It has a thin atmosphere, for one. It reflects a great deal of light, while most Kuiper Belt objects are very dark. And unlike all but a handful of known Kuiper Belt objects，it has a moon. “Maybe Pluto，then, should be representative of a new class of planets,” says Mark Sykes, an astronomer at the University of Arizona in Tucson. “Its the first example, and we are just beginning to find this category.”1.Which of the following is true according to the passage?2.From when was Pluto seriously questioned about its planetary status?3.The sentence “In short，there is none.” (Para. 7) can be paraphrased as which of the following?4.Which of the following does not support the statement that Pluto is our “solar Systems oddest planet”?5.The word “commotion” in the expression “New Yorks Hayden Planetarium caused a commotion two years ago” (Para. 8) can be replaced by _.问题1选项A.Rocks larger than Pluto have been found in the Kuiper Belt.B.The Kuiper Belt did not exist when Pluto was first discovered.C.The astronomers are divided with regard to the status of Pluto.D.There is almost no difference between Pluto and other Kuiper Belt objects.问题2选项A.As early as 1930.B.More than a decade ago.C.When the Kuiper Belt was discovered.D.When Quaoar was discovered.问题3选项A.There is no problem with Plutos planetary status.B.There is not much difference between Pluto and other planets.C.There is yet no scientific definition of the term “planet.”D.There is no clear distinction between planets and stars.问题4选项A.It is farthest from the sun.B.It is unusually small.C.Its orbit is too oval.D.It mainly consists of dust and ice.问题5选项A.exchange of opinionsB.thorough investigationC.wild imaginationD.agitated confusion【答案】第1题:C第2题:C第3题:C第4题:D第5题:D【解析】1.细节理解题。根据文章第四段，“The debate has split the astronomical community for decades.”，对冥王星的定位问题，几十年来争论一直存在于天文界。所以天文学家对冥王星的地位意见不一。选项C符合题意。 2.细节理解题。根据文章第二段，“however, scientists released perhaps the most convincing evidence yet that Pluto, in fact, is not a planet at all. For the first time, astronomers have peered into a belt of rocks beyond Pluto unknown until 10 years agoand found a world that rivals Pluto in size.”，可知，科学家发现了能够证明冥王星不是行星的证据，天文学家直到十年前观察了冥王星以外的岩石带，发现了一个大小和冥王星差不多的世界。根据文章第四段，“Even before the distant band of rocks known as the Kuiper Belt was found”，可知这些岩石带是被叫做凯伯带。所以在凯伯岩石带被发现的时候，就产生了怀疑。选项C符合题意。3.推断题。根据文章第七段一二句，“To some, the problem is not with Pluto, but the definition of “planet.” In short，there is none.”，可知问题不在于冥王星，而是对于行星的定义，反正没人能说得清楚，可推测对 “行星”这一词汇还没有科学的定义。选项C符合题意。 4.推断题。根据文章第一段，“Pluto has never really fitted init is little more than a cosmic dust mite, swept through the farthest reaches of the solar system on a planet wildly tilted relative to the rest of the planets. It is smaller than Neptunes largest moon, and the arc of its orbit is so oval.”，可知人们把冥王星看作一个奇怪的行星的原因有：横扫太阳系最远的地方、比海王星最大的卫星要小、轨道是椭圆形的。所以并没有提到它是由冰和尘埃组成，选项D符合题意。 5.词义题。根据文章第八段，“demoting Pluto, lumping it with the Kuiper Belt objects in its huge mobile of the solar system.”，海顿天文馆是把冥王星降级，把它归类为太阳系中库伯带小星体。根据文章最后一段，“They note that Pluto, in fact, is distinct from many Kuiper Belt objects.”，可知他们发现冥王星与库伯带小行星中的很多星体又有明显的不同。所以海顿天文馆的这一举动引来了更多的困惑和混乱。选项D符合题意。4. 单选题Campaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest time，when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sunbaked clay，but with battlements, turrets, loopholes，drawbridges, etc. Every village has its defence. Every family cultivates its vendetta; every clan，its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however，be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in ones own house and fire at ones neighbour nearly a mile away. One could lie in wait on some high crag，and at hitherto unheard of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Riflethieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing，advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair)，but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the“butcher and bolt policy” to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.1.The word debts in “very few debts are left unpaid” in the first paragraph means _.2.Which of the following is NOT one of the geographical facts about the Indian frontier?3.According to the passage, the Pathans welcomed _.4.Building roads by the British _.5.A suitable title for the passage would be _.问题1选项A.loansB.accountsC.killingsD.bargains问题2选项A.Melting snows.B.Large population.C.Steep hillsides.D.Fertile valleys.问题3选项A.the introduction of the rifleB.the spread of British ruleC.the extension of luxuriesD.the spread of trade问题4选项A.put an end to a whole series of quarrelsB.prevented the Pathans from carrying on feudsC.lessened the subsidies paid to the PathansD.gave the Pathans a much quieter life问题5选项A.Campaigning on the Indian FrontierB.Why the Pathans Resented the British RuleC.The Popularity of Rifles among the PathansD.The Pathans at War【答案】第1题:C第2题:B第3题:A第4题:B第5题:D【解析】1.词义题。根据文章第一段，“Every village has its defence. Every family cultivates its vendetta; every clan，its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid.”，可知每座村庄都设有自己的防卫。每个家族都有自己的仇恨，每个部落都有宿仇。无数部落和部落联合体都有自己的理由与其他部落清算。人们不会忘记任何事情，并且有仇必报。所以这里的债务是指宿仇和仇杀。选项C符合题意。2.细节理解题。根据第一段最后一句，“are fertile enough to yield with little labour the modest material requirements of a sparse population”，可知土地丰饶，只要些许劳作就足以供养稀少人口的物质需求。所以人口并不多。选项B符合题意。 3.细节理解题。根据文章第二段，“ convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.”，可知步枪的便捷受到了前所未有的欢迎。这个在1 500码远的地方可精确杀死对手的武器给每一个能拥有它的家庭或家族带来了新的希望。所以帕坦人是欢迎步枪这种武器的引入的。选项A符合题意。 4.推断题。根据文章第三段，“They sought to ensure the safety of these roads by threats, by forts and by subsidies.”，他们通过威胁恐吓、堡垒、补助等方式来确保这些道路的安全。所以没有减少补贴，可排除选项C。根据文章第三段，“All along the road people were expected to keep quiet, not to shoot one another,”可知英国政府要求沿路周围的人们保持安静，不许相互射杀，所以帕坦部落并没有过着安静的生活，可排除选项D。根据文章第三段最后一句，“It was too much to ask, and a whole series of quarrels took their origin from this source.”，可知一切斗争都源于这些道路的修建，一系列的争吵并没有结束，排除选项A。选项B符合题意。 5.主旨题。纵观全文，第一段主要介绍了印度边境的环境和活动，第二段提到了步枪引入到帕坦部落，并且受到了欢迎，第三段提到了帕坦部落人对英国政府的不满，并且讲到了帕坦部落对英国政府的修路意图尤其憎恨，这也是一切斗争的根源。由此可见，本文主要介绍了帕坦部落的生活环境，对步枪的喜爱以及对英国政府的憎恶等各方面的内容。选项D符合题意。5. 单选题The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet Universitya voluntary community to scholars and teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware，produced by a few superstar teachers，marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education，that does not mean greater uniformity in course contentor other dangers will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrows university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like todays faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, betweenor even duringsessions at a real world problem focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.1.When the book reviewer discusses the Internet University, _.2.Which of the following is NOT seen as a potential danger of the Internet University?3.According to the review，what is the fundamental mission of traditional university education?4.Judging from the three new roles envisioned for tomorrows university faculty, university teachers _.5.Which category of writing does the review belong to?问题1选项A.he is in favour of itB.his view is balancedC.he is slightly critical of itD.he is strongly critical of it问题2选项A.Internet-based courses may be less costly than traditional ones.B.Teachers in traditional institutions may lose their jobs.C.Internet-based courseware may lack variety in course content.D.The Internet University may produce teachers with a lot of publicity.问题3选项A.Knowledge learning and career building.B.Learning how to solve existing social problems.C.Researching into solutions to current world problems.D.Combining research efforts of teachers and students in learning.问题4选项A.are required to conduct more independent researchB.are required to offer more courses to their studentsC.are supposed to assume more demanding dutiesD.are supposed to supervise more students in their specialty问题5选项A.Narration.B.Description.C.Persuasion.D.Exposition.【答案】第1题:B第2题:A第3题