2013年考研英语基础阶段测试卷十六

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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)
        　　Driving through snowstorm on icy roads for long distances is a most nerve-racking experience. It is a paradox that the snow, coming __1__ gently, blowing gleefully in a high wind, all the while __2__ down a treacherous carpet, freezes the windows,__3__ the view. The might of automated man is__4__ . The horses, the powerful electrical systems, the deep-tread tires, all go __5__ nothing. One minute the road feels __6__, and the next the driver is sliding over it, light as a__7__, in a panic, wondering what the heavy trailer trucks coming up__8__the rear are going to do. The trucks are like __9__ when you have to pass them, not at sixty or seventy __10__ you do when the road is dry, but at twenty-five and thirty. __11__ their engines sound unnaturally loud. Snow, slush and__12__ of ice spray from beneath the wheels, obscure the windshield, and rattle __13__your car. Beneath the wheels there is plenty of __14__ for you to slide and get mashed to a pulp. Inch __15__ inch you move up, past the rear wheels, the center wheels, the cab, the front wheels, all__16__too slowly by. Straight ahead you continue,__17__ to cut over sharply would send you into a slip,__18__in front of the vehicle. At last, there is__19__enough, and you creep back over, in front of the truck now, but__20__the sound of its engine still thundering in your ears.
        　　1. [A] up [B] off [C] down [D] on
        　　2. [A] lies [B] lays [C] settles [D] sends
        　　3. [A] blocks [B] strikes [C] puffs [D] cancels
        　　4. [A] muted [B] discovered [C] doubled [D] undervalued
        　　5. [A] for [B] with [C] into [D] from
        　　6. [A] comfortable [B] weak [C] risky [D] firm
        　　7. [A] loaf [B] feather [C] leaf [D] fog
        　　8. [A] beneath [B] from [C] under [D] beyond
        　　9. [A] dwarfs [B] giants [C] patients [D] princesses
        　　10. [A] what [B] since [C] as [D] that
        　　11. [A] So [B] But [C] Or [D] Then
        　　12. [A] flakes [B] flocks [C] chips [D] cakes
        　　13. [A] onto [B] against [C] off [D] along
        　　14. [A] snow [B] earth [C] room [D] ice
        　　15. [A] by [B] after [C] for [D] with
        　　16. [A] climbing [B] crawling [C] winding [D] sliding
        　　17. [A] meanwhile [B] unless [C] whereas [D] for
        　　18. [A] sheer [B] mostly [C] rarely [D] right
        　　19. [A] might [B] distance [C] air [D] power
        　　20. [A] with [B] like [C] inside [D] upon

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        　　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
        　　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.
        　　1. 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.
        　　2.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
        　　3. 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
        　　4.Which of the following was the most important for a "gentleman-in-waiting"?
        　　[A] Manners. [B] Education. [C] Moral. [D] Personality.
        　　5. 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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        　　Text 2
        　　One meaning of the Greek word "dran" is to accomplish, and in this meaning lies a further key to the structure of drama. A play concerns a human agent attempting to accomplish some purpose. In tragedy his attempt is, in personal terms at least, unsuccessful; in comedy it is successful; in the problem play final accomplishment is often either ambiguous or doubtful.
        　　This action, from the beginning to the end of a movement toward a purposed goal, must also have a middle; it must proceed through a number of steps, the succession of incidents which make up the plot. Because the dramatist is concerned with the meaning and logic of events rather than with their casual relationship in time, he will probably select his material and order it on a basis of the operation, in human affairs, of laws of cause and effect. It is in this causal relationship of incidents that the element of conflict, present in virtually all plays, appears.
        　　The central figure of the play-the protagonist-encounters difficulties; his purpose or purposes conflict with events or circumstances, with purposes of other characters in the play, or with cross-purposes which exist within his own thoughts and desires. These difficulties threaten the protagonist's accomplishment; in other words, they present complications, and his success or failure in dealing with these complications determines the outcome. Normally, complications build through the play in order of increasing difficulty; one complication may be added to another, or one may grow out of the solution of a preceding one. At some point in this chain of complication and solution, achieved or attempted, the protagonist performs an act or makes a decision which irrevocably commits him to a further course, points toward certain general consequences. This point is usually called the crisis; the complications and solutions which follow work out the logical steps from crisis to final resolution, or denouement.
        　　1. According to the first paragraph of the text, a dramatist________.
        　　[A] seldom believes what he writes about
        　　[B] portrays what he experiences in the drama
        　　[C] concerns himself with the results of human effort
        　　[D] tries to convince his audience of what he believes
        　　2. A drama is arranged mainly in accordance with_______.
        　　[A] the will of the dramatist [B] the sequence of events
        　　[C] the law of dramatic art [D] the need of performance
        　　3. A dramatist usually_______ .
        　　[A] clarifies the complicated relationship in his drama
        　　[B] makes the relationship in his drama more complicated
        　　[C] hopes to see his protagonist win an easy victory
        　　[D] likes to present his protagonist as threatening fellows
        　　4. The word "crisis" (in the last line but one, paragraph 3) most probably implies _________.
        　　[A] a dangerous moment [B] the last decision
        　　[C] the crucial point [D] a brave engagement
        　　5. In the text, the author mainly deals with _________.
        　　[A] the necessity of drama in a culture
        　　[B] some social functions of dramas
        　　[C] the responsibility of dramatists
        　　[D] some key elements in drama-making

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        　　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 Internet Society in Geneva where more than 1500 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 Geneva, was not entirely convinced, saying: "We need dreams like this. But I don't know any Martian whom I'd like to communicate with through the Internet."
        　　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."
        　　1. 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 the technology
        　　2. 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
        　　3. 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
        　　4. We know from the text that the 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
        　　5. 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 the Mars mission.