2013年考研英语基础阶段测试卷（21）

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　　Section ⅠUse 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)
        　　Many foreigners who have not visited Britain call all the inhabitants English， for they are used to thinking of the British Isles as England. 1， the British Isles contain a variety of peoples， and only the people of England call themselves English. The others 2 to themselves as Welsh， Scottish， or Irish， 3 the case may be; they are often slightly annoyed 4 being classified as “English”。
        　　Even in England there are many 5 in regional character and speech. The chief 6 is between southern England and northern England. South of a 7 going from Bristol to London， people speak the type of English usually learnt by foreign students， 8 there are local variations. Further north regional speech is usually “9”than that of southern Britain. Northerners are 10 to claim that they work harder than Southerners， and are more 11. They are open-hearted and hospitable; foreigners often find that they make friends with them 12. Northerners generally have hearty 13： the visitor to Lancashire or Yorkshire， for instance， may look forward to receiving generous 14 at meal times. In accent and character the people of the Midlands 15 a gradual change from the southern to the northern type of Englishman. In Scotland the sound 16 by the letter “R” is generally a strong sound， and “R” is often pronounced in words in which it would be 17 in southern English. The Scots are said to be a serious， cautious， thrifty people， 18 inventive and somewhat mystical. All the Celtic peoples of Britain (the Welsh， the Irish， the Scots) are frequently 19 as being more “fiery” than the English. They are 20 a race that is quite distinct from the English. (289 words)
        　　Notes： fiery暴躁的，易怒的。
        　　1. [A]In consequence[B]In brief[C]In general[D]In fact
        　　2. [A]confine[B]attach[C]refer[D]add
        　　3. [A]as[B]which[C]for[D]so
        　　4. [A]with[B]by[C]at[D]for
        　　5. [A]similarities[B]differences[C]certainties[D]features
        　　6. [A]factor[B]virtue[C]privilege[D]division
        　　7. [A]line[B]row[C]border[D]scale
        　　8. [A]who[B]when[C]though[D]for
        　　9. [A]wider[B]broader[C]rarer[D]scarcer
        　　10. [A]used[B]apt[C]possible[D]probable
        　　11. [A]perfect[B]notorious[C]superior[D]thorough
        　　12. [A]swiftly[B]promptly[C]immediately[D]quickly
        　　13. [A]appetites[B]tastes[C]interests[D]senses
        　　14. [A]helpings[B]offerings[C]fillings[D]findings
        　　15. [A]designate[B]demonstrate[C]represent[D]reckon
        　　16. [A]delivered[B]denoted[C]depicted[D]defined
        　　17. [A]quiet[B]obscure[C]faint[D]silent
        　　18. [A]rather[B]still[C]somehow[D]even
        　　19. [A]rendered[B]thought[C]impressed[D]described
        　　20. [A]with[B]of[C]among[D]against

kythree

        　　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)
        　　Text 1
        　　Prudent investors learned long ago that putting your eggs into lots of baskets reduces risk. Conservationists have now hit on a similar idea: a population of endangered animals will have a better chance of survival if it is divided into interconnected groups. The prospects of the species will be better because the chance that all the constituent subpopulations will die out at the same time is low. And, in the long term, it matters little if one or two groups do disappear, because immigrants from better-faring patches will eventually reestablish the species' old haunts.
        　　One endangered species divided in just this way is the world's rarest carnivore, the Ethiopian wolf, which lives high in the meadows of the Bale Mountains. Just 350 exist in three pockets of meadow connected by narrow' valleys in the Bale Mountains National Park, with a further 150 outside this area.
        　　Two of the main threats to the Ethiopian wolf come from diseases carried by domestic dogs. One of these, rabies, is of particular concern because it is epidemic in the dog population. At first blush, vaccinating the wolves against rabies seems a simple solution. It would be ambitious, because the prevailing thinking — that all individuals matter and therefore all outbreaks of disease should be completely halted — implies that a large proportion of wolves would need to be vaccinated.
        　　Dan Haydon, of the University of Glasgow, and his colleagues believe that conservation biologists should think differently. With the exception of humans, species are important but individuals are not. Some outbreaks of disease can be tolerated. In a paper published this week in Nature, they recast the mathematics of vaccination with this in mind.
        　　On epidemiologists' standard assumption that every individual counts, vaccination programmes are intended to prevent epidemics by ensuring that each infected animal, on average, passes the disease on to less than one healthy animal. This implies that around two-thirds of all the wolves would need to be vaccinated. A programme that sought to save a species rather than individuals would allow each infected wolf to pass the disease on to more than one healthy animal and hence require fewer vaccinations. Dr Haydon and his colleagues have calculated, using data from a rabies outbreak in 2003, that vaccinating between 10% and 25% would suffice, provided veterinarians gave jabs to those wolves living in the narrow valleys that connect the subpopulations.
        　　If the threat of rabies arose every five years, targeting all the wolves in the corridors would cut the risk of extinction over a 20-year period by fourfold. If this were backed up by vaccinating a mere 10% of the wolves in the three connected meadows, the chance of extinction would drop to less than one in 1,000. Saving a few seems to be an efficient way of protecting the many.
        　　21. By citing prudent investors' idea, the author wants to illustrate that___________.
        　　[A] conservationists got inspirations from it.
        　　[B] endangered animals can be protected in a similar way.
        　　[C] the prospects of some species depend on conservation.
        　　[D] the subpopulations will die without being put into different groups.
        　　22. The Ethiopian wolf___________.
        　　[A] is facing the risk of extinction as the rarest carnivore.
        　　[B] is separated into three groups to achieve survival.
        　　[C] lives in narrow valleys in the Bale Mountains.
        　　[D] has altogether 350 alive in the world.
        　　23. The idea that nearly all the wolves would need to be vaccinated___________..
        　　[A] is due to that rabies carried by dogs is epidemic.
        　　[B] is very easy to be realized by local medical administration.
        　　[C] is based on the thinking that every wolf is necessarily protected.
        　　[D] is supported by Dan Haydon of the University of Glasgow.
        　　24. From the last two paragraphs, we know that___________.
        　　[A] if each individual counts, one-third of wolves have to be vaccinated.
        　　[B] Dr. Haydon proved epidemiologists' standard assumption is right.
        　　[C] to vaccinate 10% to 25% of wolves living in the connected meadows is enough.
        　　[D] it takes 20 years to reduce risk of extinction if all the wolves are targeted.
        　　25. The main purpose of the text is to___________.
        　　[A] show the dangers Ethiopian wolves are facing with.
        　　[B] inform people of the prospects Ethiopian wolves.
        　　[C] teach how to divide Ethiopian wolves into groups.
        　　[D] tell how to protect Ethiopian wolves from rabies.

kythree

        　　Text2
        　　An industrial society, especially one as centralized and concentrated as that of Britain, is heavily dependent on certain essential services: for instance, electricity supply, water, rail and road transport, and harbors. The area of dependency has widened to include removing rubbish, hospital and ambulance services, and, as the economy develops, central computer and information services as well. If any of these services ceases to operate, the whole economic system is in danger.
        　　It is this economic interdependency of the economic system which makes the power of trade unions such an important issue. Single trade unions have the ability to cut off many countries' economic blood supply. This can happen more easily in Britain than in some other countries, in part because the labor force is highly organized. About 55 percent of British workers belong to unions, compared to under a quarter in the United States. For historical reasons, Britain's unions have tended to develop along trade and occupational lines, rather than on an industry-by-industry basis, which makes a wages policy, democracy in industry and the improvement of procedure for fixing wage levels difficult to achieve.
        　　There are considerable strains and tensions in the trade union movement, some of them arising from their outdated and inefficient structure. Some unions have lost many members because of their industrial changes. Others are involved in arguments about who should represent workers in new trades. Unions for skilled trades are separate from general unions, which means that different levels of wages for certain jobs are often a source of bad feeling between unions. In traditional trades which are being pushed out of existence by advancing technologies, unions can fight for their members disappointing jobs to the point where the jobs of other union members are threatened or destroyed. The printing of newspapers both in the United States and in Britain has frequently been halted by the efforts of printers to hold on to their traditional highly-paid jobs.
        　　Trade unions have problems of internal communication just as managers in companies do, problems which multiply in very large unions or in those which bring workers in very different industries together into a single general union. Some trade union officials have to be re-elected regularly; others are elected, or even appointed, for life. Trade union officials have to work with a system of “shop stewards” in many unions, “shop stewards” being workers elected by other workers as their representatives at factory or works level. (411 words)
        　　26. Why is the interdependence of the UK economy mentioned in paragraph 1?
        　　[A] To point up the importance of the trade union power.
        　　[B] To outline in brief the great scale of essential services.
        　　[C] To illustrate the danger in the whole economic system.
        　　[D] To bring out a centralized and concentrated industrial society.
        　　27. Because of their out-of-date organization some unions find it difficult to
        　　[A] recruit new members to join.
        　　[B] remold themselves as industries change.
        　　[C] adapt to advancing technologies.
        　　[D] bargain for high enough wages.
        　　28. Disagreements arise between unions because some of them
        　　[A] take over other unions' jobs.
        　　[B] try to win over members of other unions.
        　　[C] protect their own members at the expense of others.
        　　[D] intend to represent workers in new trade organizations.
        　　29. What basic problem are we told most trade unions face?
        　　[A] They are equal in size of influence.
        　　[B] They are less powerful than ever before.
        　　[C] They don't have enough members.
        　　[D] They are not organized efficiently.
        　　30. The title which best expresses the idea of the text would be
        　　[A] British Trade Unions and Their Drawbacks.
        　　[B] A Centralized and Concentrated Society.
        　　[C] The Power of Trade Unions in Britain.
        　　[D] The Structure of British Trade Unions.

kyfive

        　　Text 3
        　　Great emotional and intellectual resources are demanded in quarrels; stamina helps, as does a capacity for obsession. But no one is born a good quarreler, the craft must be learned.
        　　There are two generally recognized apprenticeships. First, and universally preferred, is likely to grow up failing to understand that quarrels, unlike arguments, are not about anything, least of all the pursuit of truth. The apparent subject of a quarrel is a mere pretext; the real business is the quarrel itself.
        　　Essentially, adversaries in a quarrel age out to establish or rescue their dignity. Hence the elementary principle: anything may be said. The unschooled, may spend an hour with knocking heart, sifting the consequences of calling this old acquaintance a lying fraud.
        　　Those who miss their first apprenticeship may care to enroll in the second, the bad marriage. This can be perilous for the neophyte; the mutual intimacy of spouses makes them at once more vulnerable and more dangerous in attack. Once sex is involved, the stakes are higher all round. And there is an unspoken rule that those who love, or have loved, one another are granted a license for unlimited beastliness such as is denied to mere sworn enemies. For all that some of our most tenacious black belt quarrelers have come to it late in life and mastered every throw.
        　　A quarrel may last years. Among brooding types with time on their hands, like writers, half a lifetime is not uncommon. In its most refined form, a quarrel may consist of the participants not talking to each other. They will need to scheme laboriously to appear in public together to register their silence.
        　　Brief, violent quarrels are also known as rows. In all cases the essential ingredient remains the same; the original cause must be forgotten as possible. From here on, dignity, pride, selfesteem, honor is quarrelling, like jealousy, is an ailconsuming business, virtually a profession. For the quarreler’s very selfhood is on the line. To lose an argument is a brief disappointment, much like losing a game of tennis; but to be crushed in a quarrel rather bite off your tongue and spread it at your opponent’s feet.
        　　31. According to the passage, which is false?
        　　[A] It is a good way to establish or rescue one’s dignity through quarrel.
        　　[B] Quarrel is very different from argument.
        　　[C] Spouses can benefit little from quarrel.
        　　[D] Quarrel is not an instinct of human being.
        　　32. What does the expression “rainy afternoon” (2nd paragraph) mean about brothers and sisters?
        　　[A] Had to play at home.
        　　[B] Felt depressed.
        　　[C] Were quarrelling.
        　　[D] Got the only chance to stay together.
        　　33. The author implies that.
        　　[A] an excellent quarreler must be trained through two phrases
        　　[B] in people’s whole life, there are two periods full of quarreling
        　　[C] quarrel is much like argument
        　　[D] all people like quarreling
        　　34.Which is the difference between a quarrel and an argument?
        　　[A] A quarrel involves individual pride.
        　　[B] A quarrel concerns strong points of view.
        　　[C] An argument has wellestablished rules.
        　　[D] An argument concerns trivial issues.
        　　35. The author’s opinion is.
        　　[A] objective
        　　[B] subjective
        　　[C] progressive
        　　[D] conservative

kyone

        　　Text 4
        　　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 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.
        　　36. 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.
        　　37.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
        　　38. 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
        　　39.Which of the following was the most important for a "gentleman-in-waiting"?
        　　[A] Manners.
        　　[B] Education.
        　　[C] Moral.
        　　[D] Personality.
        　　40. 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

kyone

        　　Part B
        　　Directions:
        　　In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the lish A-G to fit into each of the numbered blank. There are two extra choices that do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
        　　As more and more material from other cultures became available, European scholars came to recognize even greater complexity in mythological traditions. Especially valuable was the evidence provided by ancient Indian and Iranian texts such as the Bhagavad-Gita and the Zend-Avesta. From these sources it became apparent that the character of myths varied widely, not only by geographical region but also by historical period.
        　　(41) __________
        　　He argued that the relatively simple Greek myth of Persephone reflects the concerns of a basic agricultural community, whereas the more involved and complex myths found later in Homer are the product of a more developed society.
        　　Scholars also attempted to tie various myths of the world together in some way. From the late 18th century through the early 19th century, the comparative study of languages had led to the reconstruction of a hypothetical parent language to account for striking similarities among the various languages of Europe and the Near East. These languages, scholars concluded, belonged to an Indo-European language family. Experts on mythology likewise searched for a parent mythology that presumably stood behind the mythologies of all the European peoples.
        　　(42) __________
        　　For example, an expression like "maiden dawn" for "sunrise" resulted first in personification of the dawn, and then in myths about her.
        　　Later in the 19th century the theory of evolution put forward by English naturalist Charles Darwin heavily influenced the study of mythology. Scholars researched on the history of mythology, much as they would dig fossil-bearing geological formations, for remains from the distant past.
        　　(43) __________
        　　Similarly, British anthropologist Sir James George Frazer proposed a three-stage evolutionary scheme in The Golden Bough. According to Frazer’s scheme, human beings first attributed natural phenomena to arbitrary supernatural forces (magic), later explaining them as the will of the gods (religion), and finally subjecting them to rational investigation (science).
        　　The research of British scholar William Robertson Smith, published in Lectures on the Religion of the Semites (1889), also influenced Frazer. Through Smith’s work, Frazer came to believe that many myths had their origin in the ritual practices of ancient agricultural peoples, for whom the annual cycles of vegetation were of central importance.
        　　(44) __________
        　　This approach reached its most extreme form in the so-called functionalism of British anthropologist A. R. Radcliffe-Brown, who held that every myth implies a ritual, and every ritual implies a myth.
        　　Most analyses of myths in the 18th and 19th centuries showed a tendency to reduce myths to some essential core-whether the seasonal cycles of nature, historical circumstances, or ritual. That core supposedly remained once the fanciful elements of the narratives had been stripped away. In the 20th century, investigators began to pay closer attention to the content of the narratives themselves.
        　　(45) __________
        　　[A] German-born British scholar Max Müller concluded that the Rig-Veda of ancient India-the oldest preserved body of literature written in an Indo-European language-reflected the earliest stages of an Indo-European mythology. M?ller attributed all later myths to misunderstandings that arose from the picturesque terms in which early peoples described natural phenomena.
        　　[B] The myth and ritual theory, as this approach came to be called, was developed most fully by British scholar Jane Ellen Harrison. Using insight gained from the work of French sociologist Emile Durkheim, Harrison argued that all myths have their origin in collective rituals of a society.
        　　[C] Austrian psychoanalyst Sigmund Freud held that myths-like dreams-condense the material of experience and represent it in symbols.
        　　[D] This approach can be seen in the work of British anthropologist Edward Burnett Tylor. In Primitive Culture (1871), Tylor organized the religious and philosophical development of humanity into separate and distinct evolutionary stages.
        　　[E] The studies made in this period were consolidated in the work of German scholar Christian Gottolob Heyne, who was the first scholar to use the Latin term myths (instead of fibula, meaning "fable") to refer to the tales of heroes and gods.
        　　[F] German scholar Karl Otfried M? ller followed this line of inquiry in his Prolegomena to a Scientific Mythology, 1825).

kyfour

        　　Part C
        　　Directions:
        　　Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on ANSWER SHEET 2. (10 points)
        　　Empirical and experimental philosophy has no quarrel with science, either in itself or in its application to education. On the contrary, scientific conclusions and methods are the chief ally of an empirical philosophy of education. For according to empirical philosophy, science provides the only means we have for learning about man and the world in which he lives. Some have thought that this fact makes philosophy unnecessary. They have supposed that the admission that science is supreme in the field of knowledge covers the whole ground of human experience. 46. The elimination does rule out one kind of philosophy, namely, that which held that philosophy is a higher form of knowledge than the scientific kind, one which furnishes knowledge of ultimate higher reality. But it does not follow from the elimination of this particular type of philosophy that philosophy itself must go.
        　　It would follow if man were simply and only a knowing being. He is also an acting being, a creature with desires, hopes, fears, purposes and habits. To the average person knowledge itself is of importance because of its bearing upon what he needs to do. It helps him in clarifying his wants, in constructing his ends and in finding means for realizing them. 47. There exist, in other words, values as well as known facts and principles, and philosophy is concerned primarily with values—with the ends for the sake of which man acts.
        　　48. Given the most extensive and accurate system of knowledge, man is still faced with the question of what he is going to do about it and what he is going to do with the knowledge in his possession.
        　　49. In this matter of the connection of what is known with values, science is an ally of an empirical philosophy against absolute philosophies which pretend that fixed and eternal truths are known by means of organs and methods that are independent of science.
        　　The objection to this position is not merely theoretical. The practical objections to it are that it strengthens appeal to authority and promotes controversies, which can’t be settled by the use of the methods of inquiry and proof that have been worked out in the sciences. There is no great danger that the presentday revival in some quarters of Greek and medieval philosophies will make much headway as a theoretical philosophy. 50. There is always danger that such philosophies will have practical influence in reinforcing established social authority that is exercised on behalf of the maintenance of the existing social situation. Against this danger, an experimental philosophy stands in firm alliance with the methods by which the natural sciences arrive at warranted truths.

kysix

        　　Section Ⅲ Writing
        　　Part A
        　　51. Directions:
        　　You get the information from the newspaper that XX Company is employing an English interpreter. You should write an letter for the job. Your personal information is as follows：
        　　1) Age，30;height，1.80m; health condition，well; hobbies，swimming, singing, dancing.
        　　2) Resume: graduated from Peking University in 1994，worked in Nantong Middle School.
        　　3) Specialty：good at English，especially spoken English，translated many Chinese books into English，understand Japanese.
        　　4)Tel：3654731
        　　You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. (10 points)
        　　Part B
        　　52. Directions:
        　　Study the following charts carefully and write an article. In your article, you should cover the following points:
        　　1. Describe the picture.
        　　2. Deduce the purpose of the drawer of the picture.
        　　3. Suggest your counter–measures.
        　　You should write about(160-200)words neatly on ANSWER SHEET 2. (20 points)