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)

　　What does it mean to say that we live in a world of persuasion? It means that we live 1 competing interests. Your roommate’s need to study for an exam may take 2 over pizza. Your instructor may have good reasons not to change your grade. And the 3 of your romantic interest may have other options.

　　In such a world, persuasion is the art of getting others to give fair and 4 consideration to our point of view. When we persuade, we want to influence 5 others believe and behave. We may not always prevail—other points of view may be more persuasive, 6 on the listener, the situation, and the merits of the case. But when we practice the art of persuasion, we try to 7 that our position receives the attention it deserves.

　　Some people, however, 8 to the very idea of persuasion. They may regard it as an unwelcome intrusion 9 their lives or as a manipulation or domination.10, we believe that persuasion is 11—to live is to persuade. Persuasion may be ethical or unethical, selfless or selfish, 12 or degrading. Persuaders may enlighten our minds or 13 on our vulnerability. Ethical persuasion, however, calls 14 sound reasoning and is sensitive to the feelings and needs of listeners. Such persuasion can help us 15 the wisdom of the past to the decisions we now must make.16, an essential part of education is learning to 17 the one kind of persuasion and to encourage and practice the other.

　　18 its personal importance to us, persuasion is essential to society. The 19 to persuade and be persuaded is the foundation of the American political system, guaranteed by the First Amendment 20 the Constitution.

　　1. [A] on [B] among [C] for [D] by

　　2. [A] priority [B] advantage [C] control [D] place

　　3. [A] objection [B] projection [C] project [D] object

　　4. [A] unbiased [B] unprejudiced [C] favorable [D] favorite

　　5. [A] what [B] which [C] why [D] how

　　6. [A] living [B] depending [C] resting [D] insisting

　　7. [A] ensure [B] assure [C] insure [D] reassure

　　8. [A] agree [B] object [C] confront [D] consent

　　9. [A] onto [B] of [C] to [D] into

　　10. [A] In contrast [B] In particular [C] For instance [D] As a result

　　11. [A] prominent [B] invariable [C] evident [D] inevitable

　　12. [A] embarrassing [B] inspiring [C] upgrading [D] innovating

　　13. [A] prey [B] rest [C] put [D] fall

　　14. [A] for [B] up [C] off [D] on

　　15. [A] apply [B] contribute [C] transfer [D] connect

　　16. [A] However [B] Conversely [C] Furthermore [D] Therefore

　　17. [A] resist [B] perform [C] insist [D] restrain

　　18. [A] Beyond [B] Except [C] Including [D] Excluding

　　19. [A] power [B] authority [C] ability [D] right

　　20. [A] to [B] for [C] on [D]in

　　Section Ⅱ Reading Comprehension

　　Part A

　　Directions:

　　Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)

　　Text1

　　“I’ve never met a human worth cloning,” says cloning expert Mark Westhusin from the cramped confines of his lab at Texas A&M University. “It’s a stupid endeavor.” That’s an interesting choice of adjective, coming from a man who has spent millions of dollars trying to clone a 13yearold dog named Missy. So far, he and his team have not succeeded, though they have cloned two calves and expect to clone a cat soon. They just might succeed in cloning Missy later this year—or perhaps not for another five years. It seems the reproductive system of man’s best friend is one of the mysteries of modern science.

　　Westhusin’s experience with cloning animals leaves him vexed by all this talk of human cloning. In three years of work on the Missyplicity project, using hundreds upon hundreds of canine eggs, the A&M team has produced only a dozen or so embryos carrying Missy’s DNA. None have survived the transfer to a surrogate mother. The wastage of eggs and the many spontaneously aborted fetuses may be acceptable when you’re dealing with cats or bulls, he argues, but not with humans. “Cloning is incredibly inefficient, and also dangerous,” he says.

　　Even so, dog cloning is a commercial opportunity, with a nice research payoff. Ever since Dolly the sheep was cloned in 1997, Westhusin’s phone at A&M College of Veterinary Medicine has been ringing busily. Cost is no obstacle for customers like Missy’s mysterious owner, who wishes to remain unknown to protect his privacy. He’s plopped down $3.7 million so far to fund the research because he wants a twin to carry on Missy’s fine qualities after she dies. But he knows her clone may not have her temperament. In a statement of purpose, Missy’s owners and the A&M team say they are “both looking forward to studying the ways that her clone differs from Missy.”

　　The fate of the dog samples will depend on Westhusin’s work. He knows that even if he gets a dog viably pregnant, the offspring, should they survive, will face the problems shown at birth by other cloned animals: abnormalities like immature lungs and heart and weight problems.“Why would you ever want to clone humans,” Westhusin asks, “when we’re not even close to getting it worked out in animals yet?”

　　21. Which of the following best represents Mr.Westhusin’s attitude toward cloning?

　　[A] Animal cloning is a stupid attempt.

　　[B] Human cloning is not yet close to getting it worked out.

　　[C] Cloning is too inefficient and should be stopped.

　　[D] Animals cloning yes, and human cloning at least not now.

　　22. The Missyplicity project does not seem very successful probably because.

　　[A] there isn’t enough fund to support the research

　　[B] cloning dogs is more complicated than cloning cats and bulls

　　[C] Mr.Westhusin is too busy taking care of the business

　　[D] the owner is asking for an exact copy of his pet

　　23. When Mr.Westhusin says “...cloning is dangerous,” he implies that.

　　[A] lab technicians may be affected by chemicals

　　[B] cats and dogs in the lab may die of diseases

　　[C] experiments may waste lots of lives

　　[D] cloned animals could outlive the natural ones

　　24. We can infer from the third paragraph that.

　　[A] rich people are more interested in cloning humans than animals

　　[B] cloning of animal pets is becoming a prosperous industry

　　[C] there is no distinction between a cloned and a natural dog

　　[D] Missy’s master pays a lot in a hope to revive the dog

　　25. We may conclude from the text that.

　　[A] human cloning will not succeed unless the technique is more efficient

　　[B] scientists are optimistic about cloning technique

　　[C] many people are against the idea of human cloning

　　[D] cloned animals are more favored by owners even if they are weaker

　　Text2

　　With 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 preexisting 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.

　　26. Which of the following is true according to 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.

　　27. 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 him

　　[C] gentleman in waiting belonged to a fixed and high social class

　　[D] journeyman could do practically nothing without education

　　28. 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

　　29. Which of the following was the most important for a “gentleman in waiting”?

　　[A] Manners.[B] Education.[C] Moral.[D] Personality.

　　30. 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

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　　英语模拟试题(一)参考答案及解析

　　Section Ⅰ Use of English

　　1.【答案】 B 本题考查介词的用法。

　　【解析】 根据首句“人们生活在充满劝说的世界中”以及随后列举的各种需要劝说的情形，可以推断出，我们的确生活在各种相互竞争的利益中，“among”表达了人们与各种利益的并存含义，其他选项不符文意。

　　2.【答案】 A 本题考查习惯搭配。

　　【解析】 该句在对比两种需求，其含义为“你的室友温习功课准备考试的需求先于他对比萨饼的渴求”，take priority over意为“享有优先权”。其他搭配用法为：take advantage of意为“利用时机等;占……的便宜”，常用人作主语;take control of意为“控制”;take the place of意为“替代”。

　　3.【答案】 D 本题考查名词词义辨析。

　　【解析】 前面提到人们生活在各种利益中，该句的romantic interest可理解为“浪漫/爱情兴趣”，与此语意构成逻辑关系的只有object，表示(情感)对象，其他不合文意。[A] objection意为“反对”;[B] projection意为“投射;投掷”;[C] project意为“计划，方案;项目”。该句含义为：就连你爱慕的对象也会另有其他选择。

　　4.【答案】 C 本题考查形容词词义辨析。

　　【解析】 劝说别人的目的在于使别人公正地接受我们的观点，根据前文的fair以及表示并列关系的and，可推测出该选项应该与fair(公正的)逻辑意义并列，选项[A] unbiased和[B] unprejudiced与fair基本同义，若入选则成为没必要的重复;[D] favorite意为“最喜欢的人/物”，也不合文意，故选favorable，意为“赞同的”，选项也说明劝说别人的目的在于使别人赞同我们的观点。

　　5.【答案】 D 本题考查从句引导词的辨析。

　　【解析】 influence的宾语从句中的谓语behave是不及物动词，根据语法要求，首先排除带有名词含义的[A] what和[B] which;劝说别人能够影响别人的思维和行为方式，而不是原因，所以排除[C] why，故选[D]。

　　6.【答案】 B 本题考查动词词义辨析。

　　【解析】 几个选项都可以跟后文的on搭配，得出不同的含义，但前文讲我们的观点也许不如别人的更具说服力，后文给出不同的情形，根据文意选[B] ，depending on意为“依赖于;根据”。[A] living on意为“*……生活”;[C] resting on意为“依*”;[D] insisting on意为“坚持”。

　　7.【答案】 A 本题考查动词词义辨析。

　　【解析】 根据句子语法要求，该选项应该可以引导宾语从句，符合这一要求的只有ensure，其语意为“保证，担保”，其他选项不合语法要求。该句含义为：人们劝说他人时，要努力确保自己的观点得到应有的关注。\[B] assure意为“向……保证;使确信”，常用作assure sb.that...或者assure sb.of sth.;[C] insure意为“给……保险”，常用作insure sth.;[D] reassure意为“向……再保证;使消除疑虑”，常用作reassure sb.that...

　　8.【答案】 B 本题考查动词词义辨析。

　　【解析】 上文讲“劝说”这门艺术给人们带来的益处，而这句中用however引出一些人对劝说的反面看法，首先确定表示肯定意义的[A] agree和[D] consent不合文意;而[C] confront意为“面临;面对”，不能与to搭配，故选[B] object意为“反对”。

　　9.【答案】 D 本题考查介词的用法。

　　【解析】 反对劝说这种做法的人认为，劝说是对他人生活的侵犯，常与intrusion搭配使用的介词为into或者upon/on，其他选项不符合用法。

　　10.【答案】 A 本题考查逻辑关系。

　　【解析】 本文作者对劝说持肯定态度，在提及一些人的反对观点后，作者进一步强调自己对劝说的看法，因此选[A]。其他选项不合逻辑或文意。[B] In particular用于特别列举说明;[C] For instance用于一般举例;[D] As a result用于给出结果。

　　11.【答案】 D 本题考查形容词辨析。

　　【解析】 根据短文首句以及后文to live is to persuade，可以判定“劝说”在我们生活中是不可或缺的。[A] prominent意为“突出的，显著的”;[B] invariable意为“恒定不变的”;[C] evident意为“明显的”，而[D] inevitable意为“不可避免的”，符合文意。

　　12.【答案】 B 本题考查形容词辨析。

　　【解析】 作者列举了各种性质的劝说行为，连词or前后的词义相对，degrading意为“有辱人格的”，在句中含义为：某些劝说令人感到有辱人格;与此语意相对应选[B] inspiring，意为“鼓舞人心的”，其他选项不合文意。[A] embarrassing意为“令人难堪的”;[C] upgrading意为“提升的”;[D] innovating意为“有创新精神的”。

　　13.【答案】 A 本题考查动词辨析。

　　【解析】 四个选项都可以与on搭配，但产生不同的语意。根据or前后相对的含义，前半句讲，劝说者或许开启我们的心智，后面与之相对则该选prey，prey on意为“捕食;掠夺”，prey on our vulnerability意为“利用我们的脆弱达到自己的目的”。其他选项不合文意。[B] rest on意为“依*”;[C] put on意为“装出;上演”;[D] fall on意为“偶然遇到”。

　　14.【答案】 A 本题考查习惯搭配。

　　【解析】 符合道德的劝说行为要有周密的推理，根据搭配，call for意为“需要”;符合文意。故排除其他选项。call up意为“打电话;使人想起”;call off意为“取消”;call on意为“呼吁;拜访”。

　　15.【答案】 A 本题考查动词辨析。

　　【解析】 当我们对目前状况做出决定时，可以利用前人的智慧，合乎逻辑的选项为[A]。[B] contribute意为“贡献”，若选此项，原句意为“人们把先人的智慧贡献给现在的决定”，也不合逻辑，故排除;[C] transfer(转移)以及[D] connect(联系)均不合逻辑和语意。

　　16.【答案】 D 本题考查逻辑关系。

　　【解析】 在分析道德上的劝说行为之后，作者需要得出结论，因此排除有转折意义的[A] However和[B] Conversely，也排除有递进含义的[C] Furthermore，故选[D]。

　　17.【答案】 A 本题考查动词辨析。

　　【解析】 人们受教育的过程就是学习周密推理和劝说的过程。这要求我们能够抑制一种劝说而鼓励并运用另一种，根据句子前后逻辑，选项应与encourage构成相对语意，首先确定排除具有相同语意的[B] perform和[C] insist;[D] restrain意为“约束，控制(感情等)”，而[A] resist带有“不接受”的含义，更符合文意。

　　18.【答案】 A 本题考查逻辑关系。

　　【解析】 在分析劝说对个人的重要意义后，作者又提及劝说行为对社会的重要意义，该段仍继续论述劝说的重要意义，故排除[B] Except与[D] Excluding，它们用于引出跟目前话题不同的内容;而[C] Including常用于列举与话题相关的例子。该段作者在论述“劝说”这个主题的两方面意义，因此选[A] Beyond意为“除了”。

　　19.【答案】 D 本题考查名词辨析。

　　【解析】 劝说和被劝说作为美国宪法的基石是一种权利，所以选[D]。right是法律或道德赋予人们的权利;[A] power是对人或事的一种控制力量;[B] authority是对人或事控制的主动权;[C] ability是人们主观的能力。

　　20.【答案】 to 本题考查习惯搭配。

　　【解析】 常与amendment“修正”搭配使用的介词为to，其他不合用法要求。

　　Section Ⅱ Reading Comprehension

　　Part A

　　Text1

　　21.【答案】 D

　　【解析】 观点态度题。文中多次引用了威斯苏森先生有关克隆的话，从中我们可以判断出他的态度。[A]中a stupid attempt出现在文章开始部分，是他对于克隆人而非克隆动物的看法，因此[A]错误。[B]中not yet close to getting it worked out出现在文章末句，是他对待动物实验的看法，不包括克隆人，因此也不选[B]。事实上，克隆人还没有开始，谈不上是否接近成功。第二段末句，威斯苏森先生提到克隆是极其低效的，但没有提出因此就应该被禁止。因此，[C]也错误。第二段倒数第二句，威斯苏森先生提出，动物实验中对动物卵的浪费以及动物的自然性流产还可以接受，但研究人就不行。可见，他默许克隆动物，但他反对克隆人，因此[D]正确。

　　22.【答案】 B

　　【解析】 细节题。第一段倒数第二句指出，克隆密斯可能成功也可能失败。该段最后一句解释其原因是：狗的生殖系统似乎是现代科学中一个神秘的领域，可见克隆狗更复杂。因此[B]为正确项。第三段首句提到，克隆狗是一个商机，能带来丰厚的科研报酬。该段第三句又提到，对于像密斯的主人这样的消费者来说，高额的花销并不是什么障碍。由此可知，[A]不是项目不成功的原因。[C]原文没有提及，第三段第二句只提到，多利羊克隆成功后，威斯苏森教授接到很多希望克隆狗的电话，这些电话都潜藏商机。但不能由此推知他忙于商业活动。第三段最后两句提到，密斯的主人知道，密斯的克隆体不一定能有与它一样的脾气秉性。在一份用途声明中，密斯的主人和农业机械大学的团队表示，他们“共同期待能研究密斯的克隆体与它本身的差异之处。”可见[D]也不是原因。

　　23.【答案】 C

　　【解析】 理解题。题干引用的话出现在第二段末。前一句话中威斯苏森先生提到在猫或牛的克隆试验中对动物卵的浪费以及许多动物的自然性流产，因此可知，[C]是“危险”的真正含义。其他项文中均未提及。

　　24.【答案】 B

　　【解析】 推理题。第三段首句提到，克隆狗是能带来丰厚科研报酬的商机。下文举了两个例子进一步说明：动物医学院频繁接到电话，以及富人一掷千金想克隆爱犬，因此可以推出答案是[B]。[A]项文中没有提及，[C]与文意相反，[D]项原文中密斯的主人只是想要一个密斯的孪生子，而不是让密斯死后复活。

　　25.【答案】 A

　　【解析】 细节题。文章一开始就引用专家威斯苏森的话，指出克隆人是愚蠢的尝试。第二段最后两句提到，克隆实验的低效性和危险性在克隆人中不可接受。文章末尾再次引用该专家的话，指出现在动物的克隆研究还没完全成功，没有必要想到克隆人。由此可见，技术是克隆实验存在的主要问题，也是阻碍克隆人实验的重要原因，因此可推知[A]正确。[B] 明显错误，科学家并不乐观。全文只涉及专家和拥护克隆实验的人的观点，因此无法推知[C] 中的“许多人”。[D]在文中没有提及。

　　Text2

　　26.【答案】 D

　　【解析】 推理题。文章第一段第一句指出，随着19世纪上半叶民主权利的扩展以及随之而来的联邦主义机构的削弱，一种新的教育观念出现了。接下来的内容主要是围绕这种新的教育观念展开论述。从第一句话中可以得知，是民主权利的扩展带来了新的教育观念的产生，[A]项颠倒了二者的先后关系，故错误。文中提到“新”的教育观念是在联邦主义机构削弱的情况下产生的，由此可以得出，新的教育观念与联邦主义有些冲突，并不能得出联邦主义者反对整个教育即[B]项的结论。第二句作者指出，教育不再是对人们先前地位的确定，而成了获得更高地位的手段。因此[C]项与文意不符。同时通过该句“不再”(no longer)可以推断出，从前的教育可以确定人们的社会地位，因此[D]项为正确答案。

　　27.【答案】 C

　　【解析】 细节题。解题的关键在于考生对文中关于两类人的论述的把握。文章第一段末句提到，教育成了培训，学生也不再是等在那里的绅士，而是要提升自己经济地位的熟练学徒。由此可知，“学徒”与“绅士”的不同就是，绅士不用将教育当成工具去努力争取社会地位，因此可以推测出绅士们属于较高的社会阶层。[C]为正确选项。文中提到教育训练学徒们而非绅士爬上更高的阶梯，所以[A]项错误，[B]项和[D]项在文中没有提及。

　　28.【答案】 B

　　【解析】 细节题。根据题干land grant college定位到原文第二段第二句话：国家赠予土地的学校的建立为那些来自非盎格鲁—萨克逊血统、工人阶级和中下层背景的贫穷但有抱负的男孩们敞开了享受高等教育的大门。由此可知，[B]项为正确答案。作者提到为穷人提供了更多的机会，却并未说明只有穷人才能从中获益，也并未把上层社会的人排除在外，因此[C]和[D]错误。[A]项中土地所有者阶级在文中没有提及。

　　29.【答案】 A

　　【解析】 细节题。文章第三段一开始，作者就提到，对于绅士们来说，美德首先包括了高雅和风度，与其身份地位相符的行为方式，教育仅仅是学会高雅的一种方式而已。由此可见，在绅士们眼中，[A]项“行为举止”是最重要的，而不是[B]，[C]项“道德”，与原文包含很多内容的virtue(美德)不符，[D]项在原文中没有提及。

　　30.【答案】 C

　　【解析】 主旨题。考生需通篇把握全文。文章一开始就提到民主权利的延展和联邦主义的削弱带来了新教育制度的出现。接下来，作者主要介绍了这一新的教育观念的内涵，及其与旧式教育观念的异同，并对新旧两种教育体制下的学生进行比较。纵览全文可以推断，文章主要讲的是新的教育观念，并未涉及教育的发展问题、社会准则问题，所以[A]、[B] 项都错误。虽然原文中讲到了“等级社会的缺点”，但不是全文所要表现的主旨，故[D]不正确。[C]项为最佳答案。

    来源：《2010考研英语考前必做三套题》