2014考研英语冲刺模拟题(一)

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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)
　　As former colonists of Great Britain, the Founding Fathers of the United States adopted much of the legal system of Great Britain. We have a “common law”, or law made by courts 1 a monarch or other central governmental 2 like a legislature. The jury, a 3 of ordinary citizens chosen to decide a case, is an 4 part of our common-law system.
　　Use of juries to decide cases is a 5 feature of the American legal system. Few other countries in the world use juries as we do in the United States. 6 the centuries, many people have believed that juries in most cases reach a fairer and more just result 7 would be obtained using a judge 8 , as many countries do. 9 a jury decides cases after “ 10 ”， or discussions among a group of people, the jury’s decision is likely to have the 11 from many different people from different backgrounds, who must as a group decide what is right.
　　Juries are used in both civil cases, which decide 12 among 13 citizens, and criminal cases, which decide cases brought by the government 14 that individuals have committed crimes. Juries are selected from the U.S. citizens and 15 . Jurors, consisting of 16 numbers, are called for each case requiring a jury.
　　The judge 17 to the case 18 the selection of jurors to serve as the jury for that case. In some states, 19 jurors are questioned by the judge; in others, they are questioned by the lawyers representing the 20 under rules dictated by state law.
　　1.[A]other than [B]rather than [C]more than [D]or rather
　　2.[A]agency [B]organization [C]institution [D]authority
　　3.[A]panel [B]crew [C]band [D]flock
　　4.[A]innate [B]intact [C]integral [D]integrated
　　5.[A]discriminating [B]distinguishing [C]determining [D]diminishing
　　6.[A]In [B]By [C]After [D]Over
　　7.[A]that [B]which [C]than [D]as
　　8.[A]alike [B]alone [C]altogether [D]apart
　　9.[A]Although [B]Because [C]If [D]While
　　10.[A]deliberations [B]meditations [C]reflections [D]speculations
　　11.[A]outline [B]outcome [C]input [D]intake
　　12.[A]arguments [B]controversies [C]disputes [D]hostilities
　　13.[A]fellow [B]individual [C]personal [D]private
　　14.[A]asserting [B]alleging [C]maintaining [D]testifying
　　15.[A]summoned [B]evoked [C]rallied [D]assembled
　　16.[A]set [B]exact [C]given [D]placed
　　17.[A]allocated [B]allotted [C]appointed [D]assigned
　　18.[A]administers [B]manages [C]oversees [D]presides
　　19.[A]inspective [B]irrespective [C]perspective [D]prospective
　　20.[A]bodies [B]parties [C]sides [D]units
　　SectionⅡ 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 One
　　It’s plain common sense—the more happiness you feel, the less unhappiness you experience. It’s plain common sense, but it’s not true. Recent research reveals that happiness and unhappiness are not really two sides of the same emotion. They are two distinct feelings that, coexisting, rise and fall independently.
　　People might think that the higher a person’s level of unhappiness, the lower their level of happiness and vice versa. But when researchers measure people’s average levels of happiness and unhappiness, they often find little relationship between the two.
　　The recognition that feelings of happiness and unhappiness can co-exist much like love and hate in a close relationship may offer valuable clues on how to lead a happier life. It suggests, for example, that changing or avoiding things that make you miserable may well make you less miserable, but probably won’t make you any happier. That advice is backed up by an extraordinary series of studies which indicate that a genetic predisposition for unhappiness may run in certain families. On the other hand, researchers have found happiness doesn’t appear to be anyone’s heritage. The capacity for joy is a talent you develop largely for yourself.
　　Psychologists have settled on a working definition of the feeling—happiness is a sense of subjective well-being. They have also begun to find out who’s happy, who isn’t and why. To date, the research hasn’t found a simple formula for a happy life, but it has discovered some of the actions and attitudes that seem to bring people closer to that most desired of feelings.
　　Why is unhappiness less influenced by environment? When we are happy, we are more responsive to people and keep up connections better than when we are feeling sad. This doesn’t mean, however, that some people are born to be sad and that’s that. Genes may predispose one to unhappiness, but disposition can be influenced by personal choice. You can increase your happiness through your own actions.
　　21. According to the text, it is true that
　　[A] unhappiness is more inherited than affected by environment.
　　[B] happiness and unhappiness are mutually conditional.
　　[C] unhappiness is subject to external more than internal factors.
　　[D] happiness is an uncontrollable subjective feeling.
　　22. The author argues that one can achieve happiness by
　　[A] maintaining it at an average level.
　　[B] escaping miserable occurrences in life.
　　[C] pursuing it with one’s painstaking effort.
　　[D] realizing its coexistence with unhappiness.
　　23. The phrase “To date” (Para. 4) can be best replaced by
　　[A] As a result.
　　[B] In addition.
　　[C] At present.
　　[D] Until now.
　　24. What do you think the author believes about happiness and unhappiness?
　　[A] One feels unhappy owing to his miserable origin.
　　[B] They are independent but existing concurrently
　　[C] One feels happy by participating in more activities.
　　[D] They are actions and attitudes taken by human beings.
　　25. The sentence “That’s that” (Para. 5) probably means: Some people are born to be sad
　　[A] and the situation cannot be altered.
　　[B] and happiness remains inaccessible.
　　[C] but they don’t think much about it.
　　[D] but they remain unconscious of it.
　　Text Two
　　What are the characteristics of a mediator? Foremost, the mediator needs to be seen as a respected neutral, objective third party who is capable of weighing out fairness in the resolution of a conflict. The mediator must be trusted by both parties to come up with a solution that will protect them from shame. While the central issue is justice, the outcome needs to be win-win, no losers. The abilities to listen impartially, suspend judgment, and accurately gather and assess information are other important characteristics. Finally, to function effectively the mediator must have power (financial, status, position), so that both parties will take seriously and abide by the mediator’s judgment. If one party refused to cooperate, he or she should fear the possibility of being shamed and losing face before the mediator and the whole community. If that real possibility does not enter the minds of both parties, the mediator will be ineffective.
　　In several countries mediators are still used to find a bride for a man. Usually this is a job for the parents, and they in turn employ the services of a mediator. Because this event takes much planning, the parents will try to identify the mediator well in advance. Since these services sometimes require reward, money must be saved. Or in some cases parents try to do a number of favors for the mediator so that he or she will feel indebtedness and perform the service as a kind of repayment.
　　The parents will try to get the most influential mediator possible, to boost their chances of being approved by the potential bride’s parents. The young woman’s parents will not want to risk shame by turning down a request from such an important person—so the reasoning goes. Of course, the higher-ranked the mediator, the higher the cost of the services.
　　Complicating the process is the fact that turning down the mediator is also a slight of the potential groom and his parents, which will likely generate conflict between the families. If the parties are not careful, the entire community can take sides. One way to alleviate this eventuality is for the young woman’s family to identify a flaw that would make her a less desirable prospect. They might say, “She is sickly.” or “She may not be able to bear children.” Although none of these statements may be true, and probably everyone knows they aren’t, they do provide a way for the young man’s parents to withdraw their request for a perfectly legitimate reason. Everyone saves face, at least at the surface, and peace is preserved.
　　26. The characteristics of a mediator include all of the following except
　　[A] unbiased judgment of arguments.
　　[B] hard prudence in decision-making.
　　[C] impartial treatment to a conflict.
　　[D] remarkable insight into controversies.
　　27. The author deems it important for a mediator
　　[A] to be quite wealthy and considerate.
　　[B] to be powerful to shame either party.
　　[C] to justify the solution of a conflict.
　　[D] to have high status to fear arguers.
　　28. In some courtiers, young people’ s marriage
　　[A] is independent of their parents’ will.
　　[B] needs careful valuation in advance.
　　[C] costs a small fortune of their family.
　　[D] is usually facilitated by a mediator.
　　29. The request of the groom’s parents may be turned down unless
　　[A] they manage to hire a qualified mediator.
　　[B] they make their best choice at all risks.
　　[C] the young woman’s parents want to lose face.
　　D] the bride’ s parents dare to offend the mediator.
　　30. It may be the best way to resolve a conflict for
　　[A] the entire community to offer support.
　　[B] a mediator to be identified by both sides.
　　[C] the outcome of mediation to be acceptable.
　　[D] a valid excuse to spare both sides’ blushes.
　　Text Three
　　The Internet, like its network predecessors, has turned out to be far more social than television, and in this respect, the impact of the Internet may be more like that of the telephone than of TV. Our research has shown that interpersonal communication is the dominant use of the Internet at home. That people use the Internet mainly for interpersonal communication, however, does not imply that their social interactions and relationships on the Internet are the same as their traditional social interactions and relationships, or that their social uses of the Internet will have effects comparable to traditional social activity.
　　Whether social uses of the Internet have positive or negative effects may depend on how the Internet shapes the balance of strong and weak network ties that people maintain. Strong ties are relationships associated with frequent contact, deep feelings of affection and obligation, whereas weak ties are relationships with superficial and easily broken bonds, infrequent contact, and narrow focus. Strong and weak ties alike provide people with social support. Weak ties including weak online ties, are especially useful for linking people to information and social resources unavailable in people’s closest, local groups. Nonetheless, strong social ties are the relationships that generally buffer people from life’s stresses and that lead to better social and psychological outcomes. People receive most of their social support from people with whom they are in most frequent contact, and bigger favors come from those with stronger ties.
　　Generally, strong personal ties are supported by physical proximity. The Internet potentially reduces the importance of physical proximity in creating and maintaining networks of strong social ties. Unlike face-to-face interaction or even the telephone, the Internet offers opportunities for social interactions that do not depend on the distance between parties. People often use the Internet to keep up with those with whom they have preexisting relationships. But they also develop new relationships on-line. Most of these new relationships are weak. MUDs, newsgroups, and chat rooms put people in contact with a pool of new groups, but these on-line “mixers” are typically organized around specific topics, or activities, and rarely revolve around local community and close family and friends.
　　Whether a typical relationship developed on-line becomes as strong as a typical traditional relationship and whether having on-line relationships changes the number or quality of a person’s total social involvements are open questions. Empirical evidence about the impact of the Internet on relationships and social involvement is sparse. Many authors have debated whether the Internet will promote community or undercut it. Much of this discussion has been speculative and anecdotal, or is based on cross-sectional data with small samples.
　　31. The text is mainly about
　　[A] the dominance of interpersonal communication.
　　[B] strong and weak personal ties over the Internet.
　　[C] the difference between old and modern relationships.
　　[D] an empirical research on the Internet and its impact.
　　32. It is implied in the text that
　　[A] the Internet interactions can rival traditional ones.
　　[B] television is inferior to telephone in social effect.
　　[C] strong links are far more valid than weak ones.
　　[D] the Internet features every home and community.

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　　33. The word “buffer” (Para. 2) can probably be replaced by
　　[A] deviate. [B] alleviate. [C] shield. [D] distract.
　　34. According to the author, the Internet can
　　[A] eliminate the hindrance of the distance.
　　[B] weaken the intimate feelings among people.
　　[C] provide people with close physical contacts.
　　[D] enhance our ability to remove social stresses.
　　35. From the text we can infer that
　　[A] the evidence for the effect of the Internet seems abundant.
　　[B] the social impact of the Internet has been barely studied enough.
　　[C] some discussions are conclusive about the function of the Internet.
　　[D] random samples have witnessed the positive influence of the Internet.
　　Text Four
　　Leadership is hardly a new area of research, of course. For years, academics have debated whether leaders are born or made, whether a person who lacks charisma (capacity to inspire devotion and enthusiasm) can become a leader, and what makes leaders fail. Warren G. Bennis, possibly the possibly the world’s foremost expert on leading, has, together with his co-author, written two best-sellers on the topic. Generally, researchers have found that you can’t explain leadership by way of intelligence, birth order, family wealth or stability, level of education, race, or sex. From one leader to the next, there’s enormous variance in every one of those factors.
　　The authors’ research led to a new and telling discovery: that every leader, regardless of age, had undergone at least one intense, transformational experience—what the authors call a “crucible” (severe test). These events can either make you or break you. For emerging leaders, they do more making than breaking, providing key lessons to help a person move ahead confidently.
　　If a crucible helps a person to become leader, there are four essential qualities that allow someone to remain one, according to the authors. They are: an “adaptive capacity” that lets people not only survive inevitable setbacks, heartbreaks, and difficulties but also learn from them; an ability to engage others through shared meaning or a common vision; a distinctive and compelling voice that communicates one’s conviction and desire to do the right thing; and a sense of integrity that allows a leader to distinguish between good and evil.
　　That sounds obvious enough to be commonplace, until you look at some recent failures that show how valid these dictums (formal statements of opinion) are. The authors believe that former Coca-Cola Co. Chairman M. Douglas Ivester lasted just 28 months because “his grasp of context was sorrowful.” Among other things, Ivester degraded Coke’s highest-ranking African-American even as the company was losing a $ 200 million class action brought by black employees. Procter & Gamble Co. ex-CEO Durk Jager lost his job because he failed to communicate the urgent need for the sweeping changes he was making.
　　It’s striking, too, that the authors found their geezers (whose formative period, as the authors define them,
　　was 1945 to 1954, and who were shaped by World War II) sharing what they believed to be a critical trait—the sense of possibility and wonder more often associated with childhood. “Unlike those defeated by time and age, our geezers have remained much like our geeks (who came of age between 1991 and 2000, and grew up “virtual, visual, and digital”)— open, willing to take risks, hungry for knowledge and experience, courageous, and eager to see what the new day brings”, the authors write.
　　36. The text indicates that leadership research
　　[A] has been a controversial study for years.
　　[B] predicts how a leader comes to be.
　　[C] defines the likelihood to be a leader.
　　[D] probes the mysteries of leadership.
　　37. According to Bennis, the trait shared by leaders consists of
　　[A] top levels of intelligence and education and devotion.
　　[B] remarkable ability to encourage people with loyalty and hope.
　　[C] striking qualities of going through serious trials and sufferings.
　　[D] strong personalities that arouse admiration and confidence.
　　38. The favorable effect of a crucible depends on whether a leader
　　[A] proves himself/herself to be a newly emergent one.
　　[B] accepts it as a useful experience for progress.
　　[C] shrinks back from tiring and trying experiences.
　　[D] draws important lessons for his/her followers.
　　39. A leader can hardly maintain his/her position unless he/she
　　[A] fulfils all necessary quality requirements.
　　[B] helps people to prevent defeats and sorrows.
　　[C] fails to attract people with common concerns.
　　[D] lacks appealing and strength of character.
　　40. The authors’ dictums can be justified by the fact that
　　[A] Douglas Ivester defeated a highest-ranking black employee in a suit.
　　[B] Durk Jager was dismissed owing to his poor communicating ability.
　　[C] Geezers couldn’t erase the brands stamped in childhood.
　　[D] Geeks are sensible enough to meet dangers and challenges.
　　Part B
　　Directions: You are going to read a list of headings and a text. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
　　[A] Physical Changes
　　[B] Low Self-Esteem
　　[C] Emerging Independence and Search for Identity
　　[D] Emotional Turbulence
　　[E] Interest in the Opposite Sex
　　[F] Peer Pressure and Conformity
　　The transition to adulthood is difficult. Rapid physical growth begins in early adolescence—typically between the ages of 9 and 13—and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:
　　(41) __________
　　A child’s self worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that they’re not as good as other people, that they are failures, losers, ugly or unintelligent.
　　(42) __________
　　Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite—loud and angry—in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness.
　　(43) __________
　　Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and/or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.
　　(44) __________
　　There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.
　　(45) __________
　　Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up—and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity.
　　Although adolescence will present challenges for young people and their parents, awareness and communication can help pave the way for a smooth transition into this exciting phase of life.
　　Part C
　　Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)
　　Culture shock might be called an occupational disease of people who have been suddenly transplanted abroad. Like most ailments, it has its own symptoms and cure.
　　Culture shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse. Those signs or cues include the thousand and one ways in which we orient ourselves to the situation of daily life: when to shake hands and what to say when we meet people, when and how to give tips, how to make purchases, when to accept and when to refuse invitations, when to take statements seriously and when not. 46) These cues, which may be words, gestures, facial expressions, customs, or norms, are acquired by all of us in the course of growing up and are as much a part of our culture as the language we speak or the beliefs we accept. 47) All of us depend for our peace of mind and our efficiency on hundreds of these cues, most of which we do not carry on the level of conscious awareness.
　　Now when an individual enters a strange culture, all or most of these familiar cues are removed. He or she is like a fish out of water. 48) No matter how broad-minded or full of goodwill you may be, a series of props (支柱) have been knocked from under you, followed by a feeling of frustration and anxiety. People react to the frustration in much the same way. First they reject the environment which causes the discomfort. “The ways of the host country are bad because they make us feel bad.” 49) When foreigners in a strange land get together to grouse about the host country and its people, you can be sure they are suffering from culture shock. Another phase of culture shock is regression. The home environment suddenly assumes a tremendous importance. To the foreigner everything becomes irrationally glorified. All the difficulties and problems are forgotten and only the good things back home are remembered. It usually takes trip home to bring one back to reality.
　　Individuals differ greatly in the degree in which culture shock affects them. Although not common, there are individuals who cannot live in foreign countries. Those who have seen people go through a serious case of culture shock and on to a satisfactory adjustment can discern steps in the process. During the first few weeks most individuals are fascinated by the new. They stay in hotels and associate with nationals who speak their language and are polite and gracious to foreigners. This honeymoon stage may last from a few days or weeks to six months depending on circumstances. 50) If one is a very important person he or she will be taken to the show places, will be pampered and petted, and in a press interview will speak glowingly about progress, goodwill, and international friendship. If he returns home may well write a book about his pleasant if superficial experience abroad.
　　Section Ⅲ Writing
　　Part A
　　51. Directions:
　　Your classmate, Bob, suffered a lot from the traffic accident one month ago. Besides, he lost his left leg and felt very sad. Write a letter to
　　1) send out your grief and sympathy,
　　2) offer your assistance, and
　　3) show your best wishes.
　　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. Do not write the address. (10 points)
　　Part B
　　52. Directions:
　　Study the following drawing carefully and write an essay to
　　1) describe the drawing,
　　2) deduce the purpose of the painter of the drawing, and
　　3) suggest counter-measures.
　　You should write about 160—200 words neatly ANSWER SHEET 2. (20 points)

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