研究生入学考试英语模拟试题
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)
All Sumerian cities recognized a number of gods in common, including the sky majority of the population; and slaves.
1. A. Unless B. As C. Lest D. Although
2. A. on B. in C. with D. about
3. A. worship B. reverence C. admiration D. gratitude
4. A. vanished B. recovered C. declined D. attained
5. A. unpredictable B. unforgivable C. unlimited D. unlikely
6. A. creatures B. animals C. men D. mortals
7. A. use B. turn C. give D. back
8. A. inhabit B. live C. reside D. lodge
9. A. Hence B. Thereafter C. Somehow D. Incidentally
10. A. introduction B. transaction C. distribution D. provision
11. A. as B. for C. under D. of
12. A. along B. anyway C. afterwards D. alike
13. A. additional B. vital C. singular D. exceptional
14. A. alternative B. secondary C. intermediate D. fundamental
15. A. pacify B. tempt C. suppress D. manipulate
16. A. Beside B. Beyond C. Below D. Before
17. A. supervised B. held C. managed D. presided
18. A. Around B. Under C. Above D. Outside
19. A. leading B. noble C. controlling D. principal
20. A. consist B. compose C. compile D. consume
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
It was the biggest scientific grudge match since the space race. The Genome Wars had everything: two groups with appealing leaders ready to fight in a scientific dead heat, pushing the limits of technology and rhetoric as they battled to become the first to read every last one of the 3 billion DNA “letters” in the human body. The scientific importance of the work is unquestionable. The completed DNA sequence is expected to give scientists unprecedented insights into the workings of the human body, revolutionizing medicine and biology. But the race itself, between the government’s Human Genome Project and Rockville, Md., biotechnology company Celera Genomics, was at least partly symbolic, the public/private conflict played out in a genetic lab.
Now the race is over. After years of public attacks and several failed attempts at reconciliation, the two sides are taking a step toward a period of calm. HGP head Francis Collins (and Ari Patrinos of the Department of Energy, an important ally on the government side) and Craig Venter, the founder of Celera, agreed to hold a joint press conference in Washington this Monday to declare that the race was over (sort of), that both sides had won (kind of) and that the hostilities were resolved (for the time being).
No one is exactly sure how things will be different now. Neither side will be turning off its sequencing machines any time soon—the “finish lines” each has
crossed are largely arbitrary points, “first drafts” rather than the definitive version. And while the joint announcement brings the former Genome Warriors closer together than they’re been in years, insiders say that future agreements are more likely to take the form of coordination, rather than outright collaboration.
The conflict blew up, this February when Britain’s Wellcome Trust, an HGP participant, released a confidential letter to Celera outlining the HGP’s complaints. Venter called the move “a lowlife thing to do.” But by spring, there were the first signs of a thaw. “The attacks and nastiness are bad for science and our investors,” Venter told Newsweek in March, “and fighting back is probably not helpful.” At a cancer meeting earlier this month, Venter and Collins praised each other’s approaches, and expressed hope that all of the scientists involved in sequencing the human genome would be able to share the credit. By late last week, that hope was becoming a reality as details for Monday’s joint announcement were hammered out. Scientists in both camps welcomed an end to the hostilities. “If this ends the horse race, science wins.” With their difference behind them, or at least set aside, the scientists should now be able to get down to the interesting stuff: figuring how to make use of all that data.
21. The recent Genome Wars were symbolic of _____.
A. the enthusiasm in scientific research
B. the significance of the space race
C. the public versus private conflict
D. the prospect of the completion of DNA sequence
22. The tone of the author in reporting the joint press conference this Monday is _____.
A. astonished B. enthusiastic C. disappointed D. objective
23. It is implied in the third paragraph that _____.
A. the “finish lines” refers to completion of DNA research.
B. former Genome Warriors will never fight again.
C. the former warriors are now collaborators
D. both sides will still work on independently
24. The word “thaw” (Line 3, Paragraph 4) most probably means _____ .
A. aggravation of tension
B. improvement in relation
C. intensification in attacks
D. ending of coordination
25. The critical issue facing the scientists is to _____.
A. apply the newly-found knowledge to the benefit of mankind
B. end their horse race for the success of science
C. get down to their genome research
D. set their differences aside
Text 2
At the start of the year, The Independent on Sunday argued that there were three over-whelming reasons why Iraq should not be invaded: there was no proof that Saddam posed an imminent threat; Iraq would be even more unstable as a result of its liberation; and a conflict would increase the threat posed by terrorists. What we did not know was that Tony Blair had received intelligence and advice that raised the very same points.
Last week’s report from the Intelligence and Security Committee included the revelation that some of the intelligence had warned that a war against Iraq risked an increased threat of terrorism. Why did Mr. Blair not make this evidence available to the public in the way that so much of the alarmist intelligence on Saddam’s weapons was published? Why did he choose to ignore the intelligence and argue instead that the war was necessary, precisely because of the threat posed by international terrorism?
There have been two parliamentary investigations into this war and the Hutton inquiry reopens tomorrow. In their different ways they have been illuminating, but none of them has addressed the main issues relating to the war. The Foreign Affairs Committee had the scope to range widely, but chose to become entangled in the dispute between the Government and the BBC. The Intelligence Committee reached the conclusion that the Government’s file on Saddam’s weapons was not mixed up, but failed to explain why the intelligence was so hopelessly wrong. The Hutton inquiry is investigating the death of Dr. David Kelly, a personal tragedy of marginal relevance to the war against Iraq.
Tony Blair has still to come under close examination about his conduct in the building-up to war. Instead, the Defence Secretary, Geoff Hoon, is being fingered as if he were master-minding the war behind everyone’s backs from the Ministry of Defence. Mr. Hoon is not a minister who dares to think without consulting Downing Street first. At all times he would have been dancing to Downing Street’s tunes. Mr. Blair would be wrong to assume that he can draw a line under all of this by making Mr. Hoon the fall-guy. It was Mr. Blair who decided to take Britain to war, and a Cabinet of largely skeptical ministers that backed him. It was Mr. Blair who told MPs that unless Saddam was removed, terrorists would pose a greater global threat—even though he had received intelligence that suggested a war would lead to an increase in terrorism.
Parliament should be the forum in which the Prime Minister is called more fully
to account, but Iain Duncan Smith’s support for the war has neutered an already inept opposition. In the absence of proper parliamentary scrutiny, it is left to newspapers like this one to keep asking the most important questions until the Prime Minister answers them.
26. We learn from the first two paragraphs that _____.
A. the evidence should have been made available to the Parliament
B. the necessity of war has been exaggerated by the Committee
C. Blair had purposely ignored some of the intelligence he received
D. it was The Independent that first revealed the intelligence
27. The author thinks that the Hutton enquiry is _____.
A. also beside the mark B. hopelessly wrong
C. illuminating in its way D. wide in scope
28. By “chose to become entangled” (Line 4,Paragraph 3), the author implies that _____.
A. the dispute between the Government and the BBC was unnecessary
B. the Foreign Affairs Committee had mixed up the argument
C. it was entirely wrong to carry out such investigations
D. the Intelligence Committee shouldn’t mix up with the affair
29. It can be learned from Paragraph 4 that _____.
A. most ministers were suspicious of Hoon’s conduct
B. Hoon will not do anything without consulting Blair
C. Blair should not divert his responsibility to his Cabinet
D. MPs think that it is Blair who drags the country into the war
30. What is the author’s attitude towards the Parliament?
A. Indignant. B. Skeptical. C. Inquisitive. D. Critical.
Text 3
Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.
The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason
and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.
This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroës. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroës maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.
As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.
31. With the Scholastics, the search for new knowledge _____.
A. stopped completely
B. slowed down
C. advanced rapidly
D. awaked gradually
32. Which of the following best illustrates the relation between reason and revelation?
A. They are simply identical.
B. Revelation guides reason.
C. They are occasionally contradictory.
D. Reason is used to perfect revelation.
33. It can be inferred from Paragraph 2 of the text that _____.
A. the position of philosophy as a humble servant was accepted
B. religion had turned into a hamper to the functioning of philosophy
C. philosophers often quoted revelation to support themselves
D. philosophers were sometimes referred to in religious practice
34. Averroёs held that _____.
A. Islamic theology was often subordinate to philosophy
B. religious truth was nothing but imaginative fantasy
C. real truth was inaccessible to many common people
D. imperfect expressions were result of flawed religion
35. Which of the following is most likely to be discussed in the part succeeding this text?
A. Relations of St. T. Aquinas’ achievements to previous efforts.
B. How St. T. Aquinas worked out in the balance in discussion.
C. Other endeavors on the relationship of reason and revelation.
D. Outstanding features of the mature period of Scholasticism.
Text 4
Despite the general negative findings, it is important to remember that all children who live through a divorce do not behave in the same way. The specific behavior depends on the child’s individual personality, characteristics, age at the time of divorce, and gender. In terms of personality, when compared to those rated as relaxed and easygoing, children described as temperamental and irritable have more difficulty coping with parental divorce, as indeed they have more difficulty adapting to life change in general. Stress, such as that found in disrupted families, seems to impair the ability of temperamental children to adapt to their surroundings, the greater the amount of stress, the less well they adapt. In contrast, a moderate amount of stress may actually help an easygoing, relaxed child learn to cope with adversity.
There is some relationship between age and children’s characteristic reaction to divorce. As the child grows older, the greater is the likelihood of a free expression of a variety of complex feelings, an understanding of those feelings, and a realization that the decision to divorce cannot be attributed to any one simple cause. Self-blame virtually disappears after the age of 6, fear of abandonment diminishes after the age of 8, and the confusion and fear of the young child is replaced in the older child by shame, anger, and self-reflection.
Gender of the child is also a factor that predicts the nature of reaction to divorce. The impact of divorce is initially greater on boys than on girls. They are more aggressive, less compliant, have greater difficulties in interpersonal relationships, and
exhibit problem behaviors both at home and at school. Furthermore, the adjustment problems of boys are still noticeable even two years after the divorce. Girls’ adjustment problems are usually internalized rather than acted out, and are often resolved by the second year after the divorce. However, new problems may surface for girls as they enter adolescence and adulthood. How can the relatively greater impact of divorce on boys than on girls be explained? The greater male aggression and noncompliance may reflect the fact that such behaviors are tolerated and even encouraged in males in our culture more than they are in females. Furthermore, boys may have a particular need for a strong male model of self-control, as well as for a strong disciplinarian parent. Finally, boys are more likely to be exposed to their parents’ fights than girls are, and after the breakup, boys are less likely than girls to receive sympathy and support from mothers, teachers, or peers.
36. Temperamental, irritable kids have difficulty adapting to parental divorce because_____.
A. they care too much about the life change
B. the great stress of their families diminishes their ability
C. they tend to lose temper easily and are sensitive to the life change
D. they are faced with more parents’ fights than the relaxed, easygoing children
37. The following statements are true EXCEPT_____.
A. divorce is usually caused by more than one reason
B. a six-year-old boy may fear being deserted by his parents
C. as the kids grow older, they have a better understanding of divorce
D. a young girl may feel more shameful on parental divorce than an older boy
38. It can be inferred from the passage that the impact of divorce_____.
A. on kids of different sexes will probably change as they grow older
B. may cause most kids’ difficulties in communicating with others
C. on an irritable girl is greater than a noncompliant boy
D. is always greater on boys than on girls
39. According to the author, the reason why parental divorce has greater effect on boys than on girls is that_____.
A. all cultures encourage male aggression and noncompliance
B. boys are always involved in their parents’ fights
C. males are usually viewed as the models in self-control and strong will
D. boys are basically more self-disciplined than girls
40. What is the main idea of the passage?
A. Parental divorce has a negative effect on children all through their life.
B. The impact of parental divorce on children varies in personality, age and gender.
C. Boys may become more aggressive than girls in disrupted families.
D. Kids of different ages behave differently on parental divorce.
Part B
Directions: In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list 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)
Until about two million years ago Africa’s vegetation had always been controlled by the interactions of climate; geology, soil, and groundwater conditions; and the activities of animals. The addition of humans to the latter group, however, has increasingly rendered unreal the concept of a fully developed “natural” vegetation—attempts at mapping and classifying Africa’s vegetation stressed this relationship: sometimes the names of plant zones were derived directly from climates. In this discussion the idea of zones is retained only in a broad descriptive sense.
have been recognized. Many schemes have arisen successively, all of which have had to take views on two important aspects: the general scale of treatment to be adopted, and the degree to which human modification is to be comprehended or discounted.
intimate combination of many species—in complex associations and related to localized soils, slopes, and drainage—has been detailed in many studies of the African tropics. In a few square miles there may be a visible succession from swamp with papyrus, the grass of which the ancient Egyptians made paper and from which the word “paper” originated, through swampy grassland and broad-leaved woodland and grass to a patch of forest on richer hillside soil, and finally to juicy fleshy plants on a nearly naked rock summit.
. Correspondingly, classifications have differed greatly in their principles for naming, grouping, and describing formations: some have chosen terms such as forest, woodland, thorn-bush, thicket, and shrub for much of the same broad tracts that others have grouped as wooded savanna (treeless grassy plain) and steppe (grassy plain with few trees). This is best seen in the nomenclature, naming of plants, adopted by two of the most comprehensive and authoritative maps of Africa’s vegetation that have been published: R. W. J. Keay’s Vegetation Map of Africa South of the Tropic of Cancer and its more widely based successor, The Vegetation Map of Africa, compiled by Frank White. In the Keay map the terms “savanna” and “steppe” were adopted as precise definition of formations, based on the herb layer and the
coverage of woody vegetation; the White map, however, discarded these two categories as specific classifications. Yet any rapid absence of savanna as in its popular and more general sense is doubtful.
source map have been compressed into 14 broader classifications.
[A] As more has become known of the many thousands of African plant species and their complex ecology, naming, classification, and mapping have also become more particular, stressing what was actually present rather than postulating about climatic potential.
[B] In regions of higher rainfall, such as eastern Africa, savanna vegetation is maintained by periodic fires. Consuming dry grass at the end of the rainy season, the fires burn back the forest vegetation, check the invasion of trees and shrubs, and stimulate new grass growth.
[C] Once, as with the scientific treatment of African soils, a much greater uniformity was attributed to the vegetation than would have been generally accepted in the same period for treatments of the lands of western Europe or the United States.
[D] The vegetational map of Africa and general vegetation groupings used here follow the White map and its extensive annotations.
[E] African vegetation zones are closely linked to climatic zones, with the same zones occurring both north and south of the equator in broadly similar patterns. As with climatic zones, differences in the amount and seasonal distribution of precipitation constitute the most important influence on the development of vegetation.
[F] Nevertheless, in broad terms, climate remains the dominant control over vegetation. Zonal belts of precipitation, reflection latitude and contrasting exposure to the Atlantic and Indian oceans and their currents, give some reality to related belts of vegetation.
[G] The span of human occupation in Africa is believed to exceed that of any other continent. All the resultant activities have tended, on balance, to reduce tree cover and increase grassland; but there has been considerable dispute among scholars concerning the natural versus human-caused development of most African grasslands at the regional level.
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)
Economics, as we know it, is the social science concerned with the production, distribution, exchange, and consumption of goods and services. Economists focus on the way in which individuals, groups, business enterprises, and governments seek to Consumers try to spend their income in ways that give them as much pleasure as possible. As economists say, they maximize utility. For their part, entrepreneurs seek as much profit as they can extract from their operations.
The second field, macroeconomics, deals with modern explanations of national income and employment. Macroeconomics dates from the book, The General Theory of Employment, Interest, and Money (1935), by the British economist John Maynard Keynes. His explanation of prosperity and depression centers on the total or aggregate demand for goods and services by consumers, business investors, and governments, Economic issues have occupied people’s minds throughout the ages. (49) Economics as a subject of modern study, distinguishable from moral philosophy and politics, dates from the work, Inquiry into the Nature and Causes of the Wealth of Nations (1776), by the Scottish philosopher and economist Adam Smith. Mercantilism and physiocracy were precursors of the classical economics of Smith and his 19th-century successors.
Section III Writing
Page 11 of 12
Part A
51. Directions:
On your way from Beijing to Paris, you lost your luggage carried by the airline. Write a complaint letter to the service center of the Airline. In your letter, you should tell them
1) what happened to your luggage,
2) what your luggage is like,
3) what compensation you expect.
You should write about 100 words neatly on ANSWER SHEET 2. Do not sign your own name. Use “Li Ming” instead. You do not need to write the address. (10 points)
Part B
52. Directions:
Study the following drawing carefully and write an essay in which you should
1) describe the drawing,
2) interpret its implications,
3) give your comments.
You should write about 200 words neatly on ANSWER SHEET 2. (20 points)
Page 12 of 12
模拟题答案
1-5 DBBCA
6-10 DCAAC
11-15 BDBCA
16-20 CADBB
21-25 CDDBA
26-30 CAABD
31-35 ABDCC
36-40 ADACB
41-45 FACGD
46. 其他领域的研究也有助于对此的理解：心理学和伦理学试图解释目标是如何形成的，历史记录着人们所追求的目标的变化，社会学则从社会环境的角度来解释人们的行为。
47. 第一个领域，价格理论或微观经济学，解释在竞争的市场中供需间的相互作用是怎样导致了大量的个别价格、工资率、利润空间和租金的变化。
48. 因为，按照凯恩斯的理论，不充分的总体需求会增加失业，建议的解决方式是企业扩大投资或政府增加开支，继而增加预算赤字。
49. 古希腊的亚里士多德和柏图都在著作中谈到财富、财产和贸易问题，两人都对商业持有偏见，认为靠生意来谋生是不足取的。
50. 在中世纪，罗马天主教会的经济学思想表达在其教法中，教法谴责从借贷中获利的行为，并认为商业地位劣于农业。
研究生入学考试英语模拟试题
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)
All Sumerian cities recognized a number of gods in common, including the sky majority of the population; and slaves.
1. A. Unless B. As C. Lest D. Although
2. A. on B. in C. with D. about
3. A. worship B. reverence C. admiration D. gratitude
4. A. vanished B. recovered C. declined D. attained
5. A. unpredictable B. unforgivable C. unlimited D. unlikely
6. A. creatures B. animals C. men D. mortals
7. A. use B. turn C. give D. back
8. A. inhabit B. live C. reside D. lodge
9. A. Hence B. Thereafter C. Somehow D. Incidentally
10. A. introduction B. transaction C. distribution D. provision
11. A. as B. for C. under D. of
12. A. along B. anyway C. afterwards D. alike
13. A. additional B. vital C. singular D. exceptional
14. A. alternative B. secondary C. intermediate D. fundamental
15. A. pacify B. tempt C. suppress D. manipulate
16. A. Beside B. Beyond C. Below D. Before
17. A. supervised B. held C. managed D. presided
18. A. Around B. Under C. Above D. Outside
19. A. leading B. noble C. controlling D. principal
20. A. consist B. compose C. compile D. consume
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
It was the biggest scientific grudge match since the space race. The Genome Wars had everything: two groups with appealing leaders ready to fight in a scientific dead heat, pushing the limits of technology and rhetoric as they battled to become the first to read every last one of the 3 billion DNA “letters” in the human body. The scientific importance of the work is unquestionable. The completed DNA sequence is expected to give scientists unprecedented insights into the workings of the human body, revolutionizing medicine and biology. But the race itself, between the government’s Human Genome Project and Rockville, Md., biotechnology company Celera Genomics, was at least partly symbolic, the public/private conflict played out in a genetic lab.
Now the race is over. After years of public attacks and several failed attempts at reconciliation, the two sides are taking a step toward a period of calm. HGP head Francis Collins (and Ari Patrinos of the Department of Energy, an important ally on the government side) and Craig Venter, the founder of Celera, agreed to hold a joint press conference in Washington this Monday to declare that the race was over (sort of), that both sides had won (kind of) and that the hostilities were resolved (for the time being).
No one is exactly sure how things will be different now. Neither side will be turning off its sequencing machines any time soon—the “finish lines” each has
crossed are largely arbitrary points, “first drafts” rather than the definitive version. And while the joint announcement brings the former Genome Warriors closer together than they’re been in years, insiders say that future agreements are more likely to take the form of coordination, rather than outright collaboration.
The conflict blew up, this February when Britain’s Wellcome Trust, an HGP participant, released a confidential letter to Celera outlining the HGP’s complaints. Venter called the move “a lowlife thing to do.” But by spring, there were the first signs of a thaw. “The attacks and nastiness are bad for science and our investors,” Venter told Newsweek in March, “and fighting back is probably not helpful.” At a cancer meeting earlier this month, Venter and Collins praised each other’s approaches, and expressed hope that all of the scientists involved in sequencing the human genome would be able to share the credit. By late last week, that hope was becoming a reality as details for Monday’s joint announcement were hammered out. Scientists in both camps welcomed an end to the hostilities. “If this ends the horse race, science wins.” With their difference behind them, or at least set aside, the scientists should now be able to get down to the interesting stuff: figuring how to make use of all that data.
21. The recent Genome Wars were symbolic of _____.
A. the enthusiasm in scientific research
B. the significance of the space race
C. the public versus private conflict
D. the prospect of the completion of DNA sequence
22. The tone of the author in reporting the joint press conference this Monday is _____.
A. astonished B. enthusiastic C. disappointed D. objective
23. It is implied in the third paragraph that _____.
A. the “finish lines” refers to completion of DNA research.
B. former Genome Warriors will never fight again.
C. the former warriors are now collaborators
D. both sides will still work on independently
24. The word “thaw” (Line 3, Paragraph 4) most probably means _____ .
A. aggravation of tension
B. improvement in relation
C. intensification in attacks
D. ending of coordination
25. The critical issue facing the scientists is to _____.
A. apply the newly-found knowledge to the benefit of mankind
B. end their horse race for the success of science
C. get down to their genome research
D. set their differences aside
Text 2
At the start of the year, The Independent on Sunday argued that there were three over-whelming reasons why Iraq should not be invaded: there was no proof that Saddam posed an imminent threat; Iraq would be even more unstable as a result of its liberation; and a conflict would increase the threat posed by terrorists. What we did not know was that Tony Blair had received intelligence and advice that raised the very same points.
Last week’s report from the Intelligence and Security Committee included the revelation that some of the intelligence had warned that a war against Iraq risked an increased threat of terrorism. Why did Mr. Blair not make this evidence available to the public in the way that so much of the alarmist intelligence on Saddam’s weapons was published? Why did he choose to ignore the intelligence and argue instead that the war was necessary, precisely because of the threat posed by international terrorism?
There have been two parliamentary investigations into this war and the Hutton inquiry reopens tomorrow. In their different ways they have been illuminating, but none of them has addressed the main issues relating to the war. The Foreign Affairs Committee had the scope to range widely, but chose to become entangled in the dispute between the Government and the BBC. The Intelligence Committee reached the conclusion that the Government’s file on Saddam’s weapons was not mixed up, but failed to explain why the intelligence was so hopelessly wrong. The Hutton inquiry is investigating the death of Dr. David Kelly, a personal tragedy of marginal relevance to the war against Iraq.
Tony Blair has still to come under close examination about his conduct in the building-up to war. Instead, the Defence Secretary, Geoff Hoon, is being fingered as if he were master-minding the war behind everyone’s backs from the Ministry of Defence. Mr. Hoon is not a minister who dares to think without consulting Downing Street first. At all times he would have been dancing to Downing Street’s tunes. Mr. Blair would be wrong to assume that he can draw a line under all of this by making Mr. Hoon the fall-guy. It was Mr. Blair who decided to take Britain to war, and a Cabinet of largely skeptical ministers that backed him. It was Mr. Blair who told MPs that unless Saddam was removed, terrorists would pose a greater global threat—even though he had received intelligence that suggested a war would lead to an increase in terrorism.
Parliament should be the forum in which the Prime Minister is called more fully
to account, but Iain Duncan Smith’s support for the war has neutered an already inept opposition. In the absence of proper parliamentary scrutiny, it is left to newspapers like this one to keep asking the most important questions until the Prime Minister answers them.
26. We learn from the first two paragraphs that _____.
A. the evidence should have been made available to the Parliament
B. the necessity of war has been exaggerated by the Committee
C. Blair had purposely ignored some of the intelligence he received
D. it was The Independent that first revealed the intelligence
27. The author thinks that the Hutton enquiry is _____.
A. also beside the mark B. hopelessly wrong
C. illuminating in its way D. wide in scope
28. By “chose to become entangled” (Line 4,Paragraph 3), the author implies that _____.
A. the dispute between the Government and the BBC was unnecessary
B. the Foreign Affairs Committee had mixed up the argument
C. it was entirely wrong to carry out such investigations
D. the Intelligence Committee shouldn’t mix up with the affair
29. It can be learned from Paragraph 4 that _____.
A. most ministers were suspicious of Hoon’s conduct
B. Hoon will not do anything without consulting Blair
C. Blair should not divert his responsibility to his Cabinet
D. MPs think that it is Blair who drags the country into the war
30. What is the author’s attitude towards the Parliament?
A. Indignant. B. Skeptical. C. Inquisitive. D. Critical.
Text 3
Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.
The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason
and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.
This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroës. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroës maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.
As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.
31. With the Scholastics, the search for new knowledge _____.
A. stopped completely
B. slowed down
C. advanced rapidly
D. awaked gradually
32. Which of the following best illustrates the relation between reason and revelation?
A. They are simply identical.
B. Revelation guides reason.
C. They are occasionally contradictory.
D. Reason is used to perfect revelation.
33. It can be inferred from Paragraph 2 of the text that _____.
A. the position of philosophy as a humble servant was accepted
B. religion had turned into a hamper to the functioning of philosophy
C. philosophers often quoted revelation to support themselves
D. philosophers were sometimes referred to in religious practice
34. Averroёs held that _____.
A. Islamic theology was often subordinate to philosophy
B. religious truth was nothing but imaginative fantasy
C. real truth was inaccessible to many common people
D. imperfect expressions were result of flawed religion
35. Which of the following is most likely to be discussed in the part succeeding this text?
A. Relations of St. T. Aquinas’ achievements to previous efforts.
B. How St. T. Aquinas worked out in the balance in discussion.
C. Other endeavors on the relationship of reason and revelation.
D. Outstanding features of the mature period of Scholasticism.
Text 4
Despite the general negative findings, it is important to remember that all children who live through a divorce do not behave in the same way. The specific behavior depends on the child’s individual personality, characteristics, age at the time of divorce, and gender. In terms of personality, when compared to those rated as relaxed and easygoing, children described as temperamental and irritable have more difficulty coping with parental divorce, as indeed they have more difficulty adapting to life change in general. Stress, such as that found in disrupted families, seems to impair the ability of temperamental children to adapt to their surroundings, the greater the amount of stress, the less well they adapt. In contrast, a moderate amount of stress may actually help an easygoing, relaxed child learn to cope with adversity.
There is some relationship between age and children’s characteristic reaction to divorce. As the child grows older, the greater is the likelihood of a free expression of a variety of complex feelings, an understanding of those feelings, and a realization that the decision to divorce cannot be attributed to any one simple cause. Self-blame virtually disappears after the age of 6, fear of abandonment diminishes after the age of 8, and the confusion and fear of the young child is replaced in the older child by shame, anger, and self-reflection.
Gender of the child is also a factor that predicts the nature of reaction to divorce. The impact of divorce is initially greater on boys than on girls. They are more aggressive, less compliant, have greater difficulties in interpersonal relationships, and
exhibit problem behaviors both at home and at school. Furthermore, the adjustment problems of boys are still noticeable even two years after the divorce. Girls’ adjustment problems are usually internalized rather than acted out, and are often resolved by the second year after the divorce. However, new problems may surface for girls as they enter adolescence and adulthood. How can the relatively greater impact of divorce on boys than on girls be explained? The greater male aggression and noncompliance may reflect the fact that such behaviors are tolerated and even encouraged in males in our culture more than they are in females. Furthermore, boys may have a particular need for a strong male model of self-control, as well as for a strong disciplinarian parent. Finally, boys are more likely to be exposed to their parents’ fights than girls are, and after the breakup, boys are less likely than girls to receive sympathy and support from mothers, teachers, or peers.
36. Temperamental, irritable kids have difficulty adapting to parental divorce because_____.
A. they care too much about the life change
B. the great stress of their families diminishes their ability
C. they tend to lose temper easily and are sensitive to the life change
D. they are faced with more parents’ fights than the relaxed, easygoing children
37. The following statements are true EXCEPT_____.
A. divorce is usually caused by more than one reason
B. a six-year-old boy may fear being deserted by his parents
C. as the kids grow older, they have a better understanding of divorce
D. a young girl may feel more shameful on parental divorce than an older boy
38. It can be inferred from the passage that the impact of divorce_____.
A. on kids of different sexes will probably change as they grow older
B. may cause most kids’ difficulties in communicating with others
C. on an irritable girl is greater than a noncompliant boy
D. is always greater on boys than on girls
39. According to the author, the reason why parental divorce has greater effect on boys than on girls is that_____.
A. all cultures encourage male aggression and noncompliance
B. boys are always involved in their parents’ fights
C. males are usually viewed as the models in self-control and strong will
D. boys are basically more self-disciplined than girls
40. What is the main idea of the passage?
A. Parental divorce has a negative effect on children all through their life.
B. The impact of parental divorce on children varies in personality, age and gender.
C. Boys may become more aggressive than girls in disrupted families.
D. Kids of different ages behave differently on parental divorce.
Part B
Directions: In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list 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)
Until about two million years ago Africa’s vegetation had always been controlled by the interactions of climate; geology, soil, and groundwater conditions; and the activities of animals. The addition of humans to the latter group, however, has increasingly rendered unreal the concept of a fully developed “natural” vegetation—attempts at mapping and classifying Africa’s vegetation stressed this relationship: sometimes the names of plant zones were derived directly from climates. In this discussion the idea of zones is retained only in a broad descriptive sense.
have been recognized. Many schemes have arisen successively, all of which have had to take views on two important aspects: the general scale of treatment to be adopted, and the degree to which human modification is to be comprehended or discounted.
intimate combination of many species—in complex associations and related to localized soils, slopes, and drainage—has been detailed in many studies of the African tropics. In a few square miles there may be a visible succession from swamp with papyrus, the grass of which the ancient Egyptians made paper and from which the word “paper” originated, through swampy grassland and broad-leaved woodland and grass to a patch of forest on richer hillside soil, and finally to juicy fleshy plants on a nearly naked rock summit.
. Correspondingly, classifications have differed greatly in their principles for naming, grouping, and describing formations: some have chosen terms such as forest, woodland, thorn-bush, thicket, and shrub for much of the same broad tracts that others have grouped as wooded savanna (treeless grassy plain) and steppe (grassy plain with few trees). This is best seen in the nomenclature, naming of plants, adopted by two of the most comprehensive and authoritative maps of Africa’s vegetation that have been published: R. W. J. Keay’s Vegetation Map of Africa South of the Tropic of Cancer and its more widely based successor, The Vegetation Map of Africa, compiled by Frank White. In the Keay map the terms “savanna” and “steppe” were adopted as precise definition of formations, based on the herb layer and the
coverage of woody vegetation; the White map, however, discarded these two categories as specific classifications. Yet any rapid absence of savanna as in its popular and more general sense is doubtful.
source map have been compressed into 14 broader classifications.
[A] As more has become known of the many thousands of African plant species and their complex ecology, naming, classification, and mapping have also become more particular, stressing what was actually present rather than postulating about climatic potential.
[B] In regions of higher rainfall, such as eastern Africa, savanna vegetation is maintained by periodic fires. Consuming dry grass at the end of the rainy season, the fires burn back the forest vegetation, check the invasion of trees and shrubs, and stimulate new grass growth.
[C] Once, as with the scientific treatment of African soils, a much greater uniformity was attributed to the vegetation than would have been generally accepted in the same period for treatments of the lands of western Europe or the United States.
[D] The vegetational map of Africa and general vegetation groupings used here follow the White map and its extensive annotations.
[E] African vegetation zones are closely linked to climatic zones, with the same zones occurring both north and south of the equator in broadly similar patterns. As with climatic zones, differences in the amount and seasonal distribution of precipitation constitute the most important influence on the development of vegetation.
[F] Nevertheless, in broad terms, climate remains the dominant control over vegetation. Zonal belts of precipitation, reflection latitude and contrasting exposure to the Atlantic and Indian oceans and their currents, give some reality to related belts of vegetation.
[G] The span of human occupation in Africa is believed to exceed that of any other continent. All the resultant activities have tended, on balance, to reduce tree cover and increase grassland; but there has been considerable dispute among scholars concerning the natural versus human-caused development of most African grasslands at the regional level.
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)
Economics, as we know it, is the social science concerned with the production, distribution, exchange, and consumption of goods and services. Economists focus on the way in which individuals, groups, business enterprises, and governments seek to Consumers try to spend their income in ways that give them as much pleasure as possible. As economists say, they maximize utility. For their part, entrepreneurs seek as much profit as they can extract from their operations.
The second field, macroeconomics, deals with modern explanations of national income and employment. Macroeconomics dates from the book, The General Theory of Employment, Interest, and Money (1935), by the British economist John Maynard Keynes. His explanation of prosperity and depression centers on the total or aggregate demand for goods and services by consumers, business investors, and governments, Economic issues have occupied people’s minds throughout the ages. (49) Economics as a subject of modern study, distinguishable from moral philosophy and politics, dates from the work, Inquiry into the Nature and Causes of the Wealth of Nations (1776), by the Scottish philosopher and economist Adam Smith. Mercantilism and physiocracy were precursors of the classical economics of Smith and his 19th-century successors.
Section III Writing
Page 11 of 12
Part A
51. Directions:
On your way from Beijing to Paris, you lost your luggage carried by the airline. Write a complaint letter to the service center of the Airline. In your letter, you should tell them
1) what happened to your luggage,
2) what your luggage is like,
3) what compensation you expect.
You should write about 100 words neatly on ANSWER SHEET 2. Do not sign your own name. Use “Li Ming” instead. You do not need to write the address. (10 points)
Part B
52. Directions:
Study the following drawing carefully and write an essay in which you should
1) describe the drawing,
2) interpret its implications,
3) give your comments.
You should write about 200 words neatly on ANSWER SHEET 2. (20 points)
Page 12 of 12
模拟题答案
1-5 DBBCA
6-10 DCAAC
11-15 BDBCA
16-20 CADBB
21-25 CDDBA
26-30 CAABD
31-35 ABDCC
36-40 ADACB
41-45 FACGD
46. 其他领域的研究也有助于对此的理解：心理学和伦理学试图解释目标是如何形成的，历史记录着人们所追求的目标的变化，社会学则从社会环境的角度来解释人们的行为。
47. 第一个领域，价格理论或微观经济学，解释在竞争的市场中供需间的相互作用是怎样导致了大量的个别价格、工资率、利润空间和租金的变化。
48. 因为，按照凯恩斯的理论，不充分的总体需求会增加失业，建议的解决方式是企业扩大投资或政府增加开支，继而增加预算赤字。
49. 古希腊的亚里士多德和柏图都在著作中谈到财富、财产和贸易问题，两人都对商业持有偏见，认为靠生意来谋生是不足取的。
50. 在中世纪，罗马天主教会的经济学思想表达在其教法中，教法谴责从借贷中获利的行为，并认为商业地位劣于农业。