考研考博-英語-安徽林業(yè)職業(yè)技術(shù)學(xué)院考試押題三合一+答案詳解1

書山有路勤為徑，學(xué)海無涯苦作舟！住在富人區(qū)的她考研考博-英語-安徽林業(yè)職業(yè)技術(shù)學(xué)院考試押題三合一+答案詳解（圖片大小可自由調(diào)整）全文為Word可編輯，若為PDF皆為盜版，請謹(jǐn)慎購買！第I卷一.綜合題庫-全考點(diǎn)押密(共120題)1.單選題

Thesewagesystemofthecity（）thewatersothatswimmingwasforbidden.

問題1選項(xiàng)

A.diluted

B.culminated

C.contaminated

D.diverted

【答案】C

【解析】考查動詞辨析。A選項(xiàng)diluted“稀釋；削弱”；B選項(xiàng)culminated“使結(jié)束；達(dá)到頂點(diǎn)”；C選項(xiàng)contaminated“污染；弄臟”；D選項(xiàng)diverted“轉(zhuǎn)移；使……轉(zhuǎn)向”。句意：城市的污水系統(tǒng)……了這片水域，因此游泳被禁止。關(guān)鍵詞sewage“污水”和后面的結(jié)果swimmingwasforbidden“游泳被禁止了”，由此可知是污水會污染這片水域。本句使用的是過去式，因此空格內(nèi)應(yīng)填入謂語動詞的過去式。因此C選項(xiàng)符合題意。

2.單選題

hedefectinDavid’scharacterhas（

）himfromadvancementinhiscareer.

問題1選項(xiàng)

A.exempted

B.forbidden

C.undermined

D.hindered

【答案】D

【解析】考察動詞辨析。exempt“免除”；forbidden“禁止”；undermined“破壞”；hindered“阻礙”。句意為：大衛(wèi)的性格缺陷阻礙了他的事業(yè)發(fā)展。選項(xiàng)D符合句意。

3.單選題

Contrarytotheopinionofthecommitteemembers,thechairmaninsistedonappointing

A

B

whomeverhethoughtcoulddothejobthemostadequately.

C

D

問題1選項(xiàng)

A.Contraryto

B.on

C.whomever

D.themostadequately

【答案】C

【解析】考查關(guān)系代詞。句中的“hethough”可以看做是一個插入語，從句中缺少主語，因此用whoever引導(dǎo)賓語從句。

試題答案：C;whoever

4.單選題

I’msurethatIcansoon（

）himintoacceptingourplan.

問題1選項(xiàng)

A.say

B.speak

C.talk

D.tell

【答案】C

【解析】考查固定搭配。talksbinto...表示“說服某人做某事”。句意：我確信我很快就能說服他接受我們的計(jì)劃。選項(xiàng)C符合句意。

5.單選題

Untilaboutfiveyearsago,theveryideathatpeptidehormonesmightbemadeanywhereinthebrainbesidesthehypothalamuswasastounding-Peptidehormones,scientiststhought,weremadebyendocrineglandsandthehypothalamuswasthoughttobethebrains’onlyendocrinegland.Whatismore,becausepeptidehormonescannotcrosstheblood-brainbarrier;researchersbelievedthattheynevergottoanypartofthebrainotherthanthehypothalamus,wheretheyweresimplyproducedandthenreleasedintothebloodstream.

Butthesebeliefsaboutpeptidehormoneswerequestionedaslaboratoryafterlaboratoryfoundthatantiserumstopeptidehormones,wheninjectedintothebrain,bindinplacesotherthanthehypothalamus,indicatingthateitherthehormonesorsubstancesthatcross-reactwiththeantiserumsarepresent.Theimmunologicalmethodofdetectingpeptidehormonesbymeansofantiserums,however,isimprecise.Cross-reactionsarepossible,andthismethodcannotdeterminewhetherthesubstancesdetectedbytheantiserumsreallyarethehormones,ormerelycloserelatives.Furthermorethismethodcannotbeusedtodeterminethelocationinthebodywherethedetectedsubstancesareactuallyproduced.

Newtechniquesofmolecularbiology,however,provideawaytoanswerthesequestions.ItispossibletomakespecificcomplementaryDNA’s(CDNA’s)thatcanserveasmolecularprobestoseekoutthemessengerRNA’s(mRNA’s)ofthepeptidehormones.Ifbraincellsaremakingthehormones,thecellswillcontainthesemRNA’s.Iftheproductsthebraincellsmakeresemblethehormonesbutarenotidenticaltothem,thenthecDNA’sshouldstillbindtothesemRNA’s,butshouldnotbindastightlyastheywouldtomRNA’sforthetruehormones.ThecellscontainingthesemRNA’scanthenbeisolatedandtheirmRNA’sdecodedtodeterminejustwhattheirproteinproductsareandhowcloselytheproductsresemblethetruepeptidehormones.

ThemolecularapproachtodetectingpeptidehormonesusingcDNAprobesshouldalsobemuchfasterthantheimmunologicalmethodbecauseitcantakeyearsoftediouspurificationstoisolatepeptidehormonesandthendevelopantiserumstothem.Roberts,expressingthesentimentofmanyresearchers,states:“Iwastrainedasanendocrinologist.Butitbecamecleartomethatthefieldofendocrinologyneededmolecularbiologyinput.Theprocessofgrindingoutproteinpurificationsisjusttooslow.”

If,astheinitialtestswithcDNAprobessuggest,peptidehormonesreallyaremadeinthebraininareasotherthanthehypothalamus,atheorymustbedevelopedthatexplainstheirfunctioninthebrain.Somehavesuggestedthatthehormonesareallgrowthregulators,butRosen’sworkonratbrainsindicatesthatthiscannotbetrue.Anumberofotherresearchersproposethattheymightbeusedforintercellularcommunicationinthebrain.

1.Whichofthefollowingtitlesbestsummarizesthepassage?

2.Thepassagesuggeststhatasubstancedetectedinbrainbyuseofantiserumstopeptidehormonesmay（

）.

3.Thepassageimpliesthat,indoingresearchonratbrains,Rosendiscoveredthat

（

）.

4.Whichofthefollowingisawayinwhichtheimmunologicalmethodofdetectingpeptidehormonesdiffersfromthemolecularmethod?

問題1選項(xiàng)

A.IsMolecularBiologytheKeytoUnderstandingIntercellularCommunicationintheBrain?

B.MolecularBiology:CanResearchersExploitItsTechniquestoSynthesizePeptideHormones?

C.TheAdvantagesandDisadvantagesoftheImmunologicalApproachtoDetectingPeptideHormones.

D.PeptideHormones:HowScientistsAreAttemptingtoSolveProblemsofTheirDetection.

問題2選項(xiàng)

A.havebeenstoredinthebrainforalongperiodoftimeandtoUnderstandTheirFunction

B.playnoroleinthefunctioningofthebrain

C.havebeenproducedinsomepartofthebodyotherthanthebrain

D.playanimportantroleinthefunctioningofhypothalamus

問題3選項(xiàng)

A.peptidehormonesareusedforintercellularcommunication

B.complementaryDNA’sdonotbindtocellsproducingpeptidehormones

C.productscloselyresemblingpeptidehormonesarenotidenticaltopeptidehormone

D.somepeptidehormonesdonotfunctionasgrowthregulators

問題4選項(xiàng)

A.Theimmunologicalmethodusessubstancesthatreactwithproductsofhormone-producingcells,whereasthemolecularmethodusessubstancesthatreactwithaspecificcomponentofthecellsthemselves.

B.Theimmunologicalmethodhasproducedresultsconsistentwithlong-heldbeliefsaboutpeptidehormones,whereasthemolecularmethodhasproducedresultsthatupsetthesebeliefs.

C.Theimmunologicalmethodusesprobesthatcanonlybindwithpeptidehormones,whereasthemolecularmethodusesprobesthatbindwithpeptidehormonesandsubstancessimilartothem

D.Theimmunologicalmethodcanonlybeusedtotestforthepresenceofpeptidehormoneswithinthehypothalamus,whereasthemolecularmethodcanbeusedthroughoutthebrain.

【答案】第1題:D

第2題:C

第3題:D

第4題:A

【解析】1.主旨大意題。解答此類題必須找到文章主旨，文章第一段說到了之前關(guān)于肽激素的一些研究看法，但第二段開頭就出現(xiàn)了轉(zhuǎn)折關(guān)系詞but，本文的討論點(diǎn)必然是在but之后出現(xiàn)。第一句說到“Butthesebeliefsaboutpeptidehormoneswerequestionedaslaboratoryafterlaboratoryfoundthatantiserumstopeptidehormones,wheninjectedintothebrain,bindinplacesotherthanthehypothalamus,indicatingthateitherthehormonesorsubstancesthatcross-reactwiththeantiserumsarepresent.但是，這些關(guān)于肽激素的觀點(diǎn)受到了質(zhì)疑，因?yàn)橐粋€又一個的實(shí)驗(yàn)室都發(fā)現(xiàn)，抗血清肽激素被注射進(jìn)大腦后，會在下丘腦以外的地方結(jié)合，這表明要么是激素，要么是與抗血清發(fā)生交叉反應(yīng)的物質(zhì)?！币虼讼挛牟粫懻揂選項(xiàng)中分子生物學(xué)與大腦間通訊，也不會研究B選項(xiàng)技術(shù)合成肽激素，也不是討論C選項(xiàng)檢測肽激素的優(yōu)缺點(diǎn)，而是把重心放在研究肽激素的位置，及怎樣去檢測它的位置，因此D選項(xiàng)“肽激素:科學(xué)家如何試圖解決他們的檢測問題”符合文意。

2.判斷推理題。由題干關(guān)鍵信息定位到文章第二段首句“Butthesebeliefsaboutpeptidehormoneswerequestionedaslaboratoryafterlaboratoryfoundthatantiserumstopeptidehormones,wheninjectedintothebrain,bindinplacesotherthanthehypothalamus,indicatingthateitherthehormonesorsubstancesthatcross-reactwiththeantiserumsarepresent.但是，這些關(guān)于肽激素的觀點(diǎn)受到了質(zhì)疑，因?yàn)橐粋€又一個的實(shí)驗(yàn)室都發(fā)現(xiàn)，抗血清肽激素被注射進(jìn)大腦后，會在下丘腦以外的地方結(jié)合，這表明要么是激素，要么是與抗血清發(fā)生交叉反應(yīng)的物質(zhì)?！闭f明這些物質(zhì)是在下丘腦以外的地方結(jié)合形成的，因此C選項(xiàng)“是在身體的其他部位產(chǎn)生的，而不是大腦”符合題意。

3.判斷推理題。由題干關(guān)鍵詞“ratbrains”和“Rosen”定位到文章最后一段第二句“Somehavesuggestedthatthehormonesareallgrowthregulators,butRosen’sworkonratbrainsindicatesthatthiscannotbetrue.有些人認(rèn)為這些激素都是生長調(diào)節(jié)劑，但Rosen對老鼠大腦的研究表明這不是真的。”Rosen的研究表明這些激素并不是生長調(diào)節(jié)劑，因此D選項(xiàng)“有些肽激素沒有生長調(diào)節(jié)劑的功能”符合題意。

4.判斷推理題。題干中提到了兩個檢測肽激素的方式對比，文章第二段詳細(xì)說明了第一種方法“Theimmunologicalmethodofdetectingpeptidehormonesbymeansofantiserums,however,isimprecise.Cross-reactionsarepossible,andthismethodcannotdeterminewhetherthesubstancesdetectedbytheantiserumsreallyarethehormones,ormerelycloserelatives.然而，用抗血清來測定肽激素的免疫學(xué)方法是不精確的，可能產(chǎn)生交叉反應(yīng)。而且這種方法不能確定抗血清檢測到的物質(zhì)是否真的是激素，有可能僅僅是近親?！泵庖邔W(xué)的方法是用能和產(chǎn)生激素的細(xì)胞的產(chǎn)物發(fā)生反應(yīng)的物質(zhì)檢測。第二個方法的描述出現(xiàn)在第三段中“Newtechniquesofmolecularbiology,however,provideawaytoanswerthesequestions.ItispossibletomakespecificcomplementaryDNA’s(CDNA’s)thatcanserveasmolecularprobestoseekoutthemessengerRNA’s(mRNA’s)ofthepeptidehormones.然而，分子生物學(xué)的新技術(shù)為這些問題提供了答案?？茖W(xué)家可以制造出特異的(specific)互補(bǔ)DNA’s(CDNA’s)，以此作為分子探子(molecularprobe)，探覓出肽激素的信使RNA’s(mRNA’s)。”此處說的“問題”就是第一種方法中說到的“近親”問題，分子生物學(xué)的新技術(shù)可以用能和細(xì)胞本身的某個特定成分發(fā)生反應(yīng)的物質(zhì)來檢測。因此A選項(xiàng)“免疫學(xué)方法使用與產(chǎn)生激素的細(xì)胞產(chǎn)生反應(yīng)的物質(zhì)，而分子方法使用與細(xì)胞自身特定成分發(fā)生反應(yīng)的物質(zhì)”符合文意。

6.單選題

Theoldparadigmofuniversitiesasself-containedvillagesisbeingshatteredbynewtechnologiesandnewsocietalvalues,accordingtothecontributorstoTheUniversityinTransformation.

Theconventionalwisdomthatittakesasmallvillage—thecollegecampus—toproduceacollegegraduateunderliesthebasicstructureofmostuniversitiestoday.Thismodehaschangedsurprisinglylittlefromthatwhichemerged1,000yearsagoinmedievalEurope,Professorslecture,studentslisten,askquestions,andaretestedonhowwelltheyremembertheirprofessors’words.Butamillenniumlater,timeshavechanged.Likeitornot.Thethousand-year-oldidealofthecampusasavillage-pacedcommunityforscholarship,discussion,andresearchiseroding.Competingmodelsarebeginningtoemerge,incorporatingnewtechnologies,newformsoforganization,andnewsocialgoals.

TheUniversityinTransformation,editedbyAustralianfuturistsSohailInayatullahandJenniferGidley,presentssome20highlyvariedoutlooksontomorrow’suniversitiesbywritersrepresentingbothWesternandnon-Westernperspectives.Theiressaysraiseabroadrangeofissues,questioningnearlyeverykeyassumptionwehaveabouthighereducationtoday:Forinstance,whyshouldhighereducationcostsomuch,wheninformationnowcanbesoeasilyandcheaplysharedthroughtheInternetandothercomputer-basedtechnologies?Andwhymuststudentsregisterexclusivelyatoneinstitutiontopursueadegree,ratherthanfreelytakecoursesforcreditwhenandwherevertheybestmeettheirownparticularneeds?

ThemostwidelydiscussedalternativetothetraditionalcampusistheInternetUnity-avoluntarycommunityofscholar/teachersphysicallyscatteredthroughoutacountryoraroundtheworldbutalllinkedincyberspace.Acomputerizeduniversitycouldhavemanyadvantages,suchaseasyscheduling,efficientdeliveryoflecturestothousandsorevenmillionsofstudentsatonce,andreadyaccessforstudentseverywheretotheresourcesofalltheworld’sgreatlibraries.

YettheInternetUniversityposesdangers,too.Forexample,alineoffranchisedcourseware,producedbyafewsuperstarteachers,marketedunderthebrandnameofafamousinstitution,andheavilyadvertised,mighteventuallycometodominatetheglobaleducationmarket,warnssociologyprofessorPeterManicasoftheUniversityofHawaiiatManoa.Besidesenforcingarigidlystandardizedcurriculum,sucha“collegeeducationinabox”couldunderselltheofferingsofmanytraditionalbrickandmortarinstitutions,effectivelydrivingthemoutofbusinessandthrowingthousandsofcareeracademicsoutofwork,noteAustraliancommunicationsprofessorsDavidRooneyandGregHearn.

Ontheotherhand,whileglobalconnectivityseemshighlylikelytoplaysomesignificantroleinfuturehighereducation,thatdoesnotmeangreateruniformityincoursecontent-orotherdangers-willnecessarilyfollow.Countermovementsarealsoatwork.

Manyinacademia,includingscholarscontributingtothisvolume,arequestioningthefundamentalmissionofuniversityeducation.Whatif,forinstance,insteadofreceivingprimarilytechnicaltrainingandbuildingtheirindividualcareers,universitystudentsandprofessorscouldfocustheirlearningandresearcheffortsonexistingproblemsintheirlocalcommunitiesandtheworld?FeministscholarIvanaMilojevicdarestodreamwhatauniversitymightbecome“ifwebelievedthatchild-careworkersandteachersinearlychildhoodeducationshouldbeoneofthehighest(ratherthanlowest)paidprofessionals?”

Co-editorJenniferGidleyshowshowtomorrow’suniversityfaculty,insteadofgivinglecturesandconductingindependentresearch,maytakeonthreenewroles.Somewouldactasbrokers,assemblingcustomizeddegree-creditprogramsforindividualstudentsbymixingandmatchingthebestcourseofferingsavailablefrominstitutionsallaroundtheworld.Asecondgroup,mentors,wouldfunctionmuchliketoday’sfacultyadvisers,butarelikelytobeworkingwithmanymorestudentsoutsidetheirownacademicspecialty.Thiswouldrequirethemtoconstantlybelearningfromtheirstudentsaswellasinstructingthem.Athirdnewroleforfaculty,andinGidley’sviewthemostchallengingandrewardingofall,wouldbeasmeaning-makers:charismaticsagesandpractitionersleadinggroupsofstudents/colleaguesincollaborativeeffortstofindspiritualaswellasrationalandtechnologicalsolutionstospecificreal-worldproblems.

51.Aboutthebasicstructureofuniversities,whichoneofthefollowingstatementsisTRUE?

52.WhenthebookreviewerdiscussestheInternetUniversity,______.

53.WhichofthefollowingisNOTseenasapotentialdangeroftheInternetUniversity?

54.Accordingtothereview,whatshouldbethefundamentalmissionofuniversityeducation?

55.Judgingfromthethreenewrolesenvisionedfortomorrow’suniversityfaculty,universityteachers______.

問題1選項(xiàng)

A.Olduniversitieswerealwaysinvillages.

B.Thetraditionalidealofcampushasbeenstrengthened.

C.Theconventionalmodelhasradicallychangedinthepastmillennium.

D.Theself-containedparadigmischallengedbynewtechnologiesandvalues.

問題2選項(xiàng)

A.heisinfavorofit

B.hisviewisbalanced

C.heisambivalentaboutit

D.heisstronglycriticalofit

問題3選項(xiàng)

A.Teachersintraditionalinstitutionsmaylosetheirjobs.

B.Internetbasedcoursesmaybelesscostlythantraditionalones.

C.Internetbasedcoursewaremaylackvarietyincoursecontent.

D.TheInternetUniversitymayproduceteacherswithalotofpublicity.

問題4選項(xiàng)

A.Knowledgelearningandcareerbuilding.

B.Learninghowtosolvecurrentlocalandsocialproblems.

C.Researchingintosolutionstoprospectiveinternationalproblems.

D.Combiningresearcheffortsofteachersandstudentsinlearning.

問題5選項(xiàng)

A.arerequiredtoconductmoreindependentresearch

B.arerequiredtooffermorecoursestotheirstudents

C.aresupposedtoassumemoredemandingduties

D.aresupposedtosupervisemorestudentsintheirspecialty

【答案】第1題:D

第2題:B

第3題:D

第4題:B

第5題:C

【解析】51.細(xì)節(jié)事實(shí)題。題干意思是“關(guān)于大學(xué)的基本結(jié)構(gòu)，下面哪個陳述是正確的？”。根據(jù)第一段Theoldparadigmofuniversitiesasself-containedvillagesisbeingshatteredbynewtechnologiesandnewsocietalvalues（大學(xué)作為自給自足的村莊的舊范式正在被新技術(shù)和新的社會價值觀打破）可知D項(xiàng)“自成一體的范式受到新技術(shù)和價值觀的挑戰(zhàn)”正確。A項(xiàng)“以前的大學(xué)總是在農(nóng)村”，該項(xiàng)表述太絕對，文章并沒有提到以前的大學(xué)都在農(nóng)村；第二段倒數(shù)第二句提到Thethousand-year-oldidealofthecampusasavillage-pacedcommunityforscholarship,discussion,andresearchiseroding.（一千年來，人們一直認(rèn)為校園是一個像村莊一樣的學(xué)術(shù)、討論和研究的社區(qū)，但這種理想正在逐漸消失）可知B項(xiàng)“傳統(tǒng)的校園理想得到了加強(qiáng)”錯誤；根據(jù)第二段第一句Theconventionalwisdomthatittakesasmallvillage—thecollegecampus—toproduceacollegegraduateunderliesthebasicstructureofmostuniversitiestoday.（傳統(tǒng)觀念認(rèn)為，只有一個小村莊，即大學(xué)校園，才能培養(yǎng)出大學(xué)畢業(yè)生，這種觀念構(gòu)成了今天大多數(shù)大學(xué)的基本結(jié)構(gòu)）可知C項(xiàng)“傳統(tǒng)模式在過去的千年里發(fā)生了根本性的變化”錯誤。因此，該題選擇D項(xiàng)正確。

52.觀點(diǎn)態(tài)度題。題干意思是“當(dāng)書評人討論互聯(lián)網(wǎng)大學(xué)時，……”。文章第四段講了互聯(lián)網(wǎng)大學(xué)的很多優(yōu)點(diǎn)：suchaseasyscheduling,efficientdeliveryoflecturestothousandsorevenmillionsofstudentsatonce,andreadyaccessforstudentseverywheretotheresourcesofalltheworld’sgreatlibraries.（比如容易安排課程，同時高效率地向數(shù)千甚至數(shù)百萬學(xué)生提供講座，各地的學(xué)生隨時可以獲得世界各大圖書館的資源）；但是接著第五段就講述了互聯(lián)網(wǎng)大學(xué)帶來的一些弊端：underselltheofferingsofmanytraditionalbrickandmortarinstitutions,effectivelydrivingthemoutofbusinessandthrowingthousandsofcareeracademicsoutofwork（會使傳統(tǒng)的紅磚白瓦的實(shí)體大學(xué)降低學(xué)費(fèi)，從而讓他們迅速退出行業(yè)，并使成千上萬的職業(yè)學(xué)者失業(yè)）。結(jié)合上下文語境，書評人并沒有做出自己個人喜好的判斷，所以A項(xiàng)“他是支持的”、C項(xiàng)“他對此有矛盾的態(tài)度”和D項(xiàng)“他強(qiáng)烈批評”可以排除。因此，該題選擇B項(xiàng)“他的觀點(diǎn)是客觀公正的”正確。

53.細(xì)節(jié)判斷題。題干意思是“以下哪項(xiàng)不被認(rèn)為是互聯(lián)網(wǎng)大學(xué)的潛在危險(xiǎn)？”。根據(jù)第五段最后一句Besidesenforcingarigidlystandardizedcurriculum,sucha“collegeeducationinabox”couldunderselltheofferingsofmanytraditionalbrickandmortarinstitutions,effectivelydrivingthemoutofbusinessandthrowingthousandsofcareeracademicsoutofwork（除了強(qiáng)制實(shí)施嚴(yán)格的標(biāo)準(zhǔn)化課程外，這種“盒子里的大學(xué)教育”可能會會使傳統(tǒng)的紅磚白瓦的實(shí)體大學(xué)降低學(xué)費(fèi)，從而讓他們迅速退出行業(yè)，并使成千上萬的職業(yè)學(xué)者失業(yè)）可知，互聯(lián)網(wǎng)大學(xué)的潛在危險(xiǎn)包括：讓傳統(tǒng)的實(shí)體大學(xué)的老師失業(yè)，并且互聯(lián)網(wǎng)的課件內(nèi)容是有模板的，缺乏多樣化，另外網(wǎng)絡(luò)課程的成本比傳統(tǒng)的課程費(fèi)用低，所以A項(xiàng)“傳統(tǒng)機(jī)構(gòu)的教師可能會失去他們的工作”、B項(xiàng)“基于網(wǎng)絡(luò)的課程可能比傳統(tǒng)課程更便宜”和C項(xiàng)“基于網(wǎng)絡(luò)的課件內(nèi)容缺乏多樣性”都屬于潛在危險(xiǎn)，可以排除；D項(xiàng)“互聯(lián)網(wǎng)大學(xué)可能會做很多宣傳培養(yǎng)教師”文中沒有提到培養(yǎng)老師。因此，該題選擇D項(xiàng)正確。

54.細(xì)節(jié)推斷題。題干意思是“根據(jù)本書評，大學(xué)教育的根本使命應(yīng)該是什么？”。第七段提到了大學(xué)教育的使命，第二句提到insteadofreceivingprimarilytechnicaltrainingandbuildingtheirindividualcareers,universitystudentsandprofessorscouldfocustheirlearningandresearcheffortsonexistingproblemsintheirlocalcommunitiesandtheworld（大學(xué)學(xué)生和教授可以把他們的學(xué)習(xí)和研究工作集中在他們當(dāng)?shù)厣鐓^(qū)和世界上存在的問題上，而不是主要接受技術(shù)培訓(xùn)和建立他們個人的職業(yè)生涯），由此可以推斷，大學(xué)教育的根本使命應(yīng)該是學(xué)習(xí)研究如何處理當(dāng)?shù)厣鐓^(qū)和世界上存在的問題，而不是接受技術(shù)培訓(xùn)和建立他們個人的職業(yè)生涯，所以A項(xiàng)“知識學(xué)習(xí)和職業(yè)建設(shè)”錯誤；B項(xiàng)“學(xué)習(xí)如何解決當(dāng)前當(dāng)?shù)睾蜕鐣栴}”正確；C項(xiàng)“研究未來國際問題的解決方案”表述與原文不符；D項(xiàng)“在學(xué)習(xí)中結(jié)合教師和學(xué)生的研究努力”這屬于完成使命中的過程，而不是使命的目標(biāo)。因此，該題選擇B項(xiàng)正確。

55.細(xì)節(jié)推斷題。題干意思是“從未來大學(xué)教師的三個新角色來判斷，大學(xué)教師……”。文章最后一段提到了大學(xué)教師的三個角色，從第二句話Somewouldactasbrokers,assemblingcustomizeddegree-creditprogramsforindividualstudentsbymixingandmatchingthebestcourseofferingsavailablefrominstitutionsallaroundtheworld.（有些會充當(dāng)中介，通過整合和搭配世界各地機(jī)構(gòu)的最佳課程，為每個學(xué)生量身定制學(xué)位-學(xué)分課程）可以推斷，大學(xué)教師的角色之一是向?qū)W生提供個性化和綜合性的課程，B項(xiàng)“被要求為他們的學(xué)生提供更多的課程”表述與原文不相符；第三句提到Asecondgroup,mentors,wouldfunctionmuchliketoday’sfacultyadvisers,butarelikelytobeworkingwithmanymorestudentsoutsidetheirownacademicspecialty.（第二種類型是導(dǎo)師，其作用與今天的教師顧問很相似，但很可能在自己的專業(yè)領(lǐng)域之外帶更多的學(xué)生），可推斷D項(xiàng)“應(yīng)該用他們的專業(yè)指導(dǎo)更多的學(xué)生”也不符合原文；根據(jù)文章最后一句Athirdnewroleforfaculty,andinGidley’sviewthemostchallengingandrewardingofall,wouldbeasmeaning-makers:charismaticsagesandpractitionersleadinggroupsofstudents/colleaguesincollaborativeeffortstofindspiritualaswellasrationalandtechnologicalsolutionstospecificreal-worldproblems.（教師的第三個新角色，在吉德利看來也是最具挑戰(zhàn)性和最有益的角色，將是作為意義的創(chuàng)造者：富有魅力的圣人和實(shí)踐者，領(lǐng)導(dǎo)學(xué)生和同事團(tuán)隊(duì)共同努力，為具體的現(xiàn)實(shí)世界問題找到精神上的、理性的和技術(shù)上的解決方案）可推斷，大學(xué)教師的新角色之一就是需要承擔(dān)更多的職責(zé)，C項(xiàng)“應(yīng)該承擔(dān)更苛刻的職責(zé)”符合原文；A項(xiàng)“需要進(jìn)行更多的獨(dú)立研究”在原文中沒有提到。因此，該題選擇C項(xiàng)正確。

7.單選題

Themanhadeithertoleavethecountryimmediatelyortosurrenderhimselftotheenemyandhadnootherchoice.

問題1選項(xiàng)

A.alternative

B.hope

C.resource

D.approach

【答案】A

【解析】考查名詞詞義辨析。A選項(xiàng)alternative“二中選一；供替代的選擇”；B選項(xiàng)hope“希望”；C選項(xiàng)resource“資源”；D選項(xiàng)approach“方式”。句意：這個人要么立即離開這個國家，要么向敵人投降，結(jié)合此處關(guān)鍵短語leavethecountry（離開這個國家）以及surrenderhimselftotheenemy（向敵人投降），可推測他是在兩者之間進(jìn)行選擇，由此得知A選項(xiàng)正確。

8.單選題

Hebuiltahutonapieceofroughlandheararockfall.Inthewetseasontherewasaplentifulstream,andovertheyearsheencouragedthedryforesttosurroundhimwithathickscreen.Thegreeneritbecametheeasieritwastoforgettheoutside.IntimeMelio(notwithoutsometerriblemistakes)learnthowtoliveinspiteofthedifficultiesuponthatmountainshelf.

HisonlyneighborswereafamilygroupofParakanaIndianswho,forreasonsknownonlytothemselves,tookalikingtoMelio.TheirChiefneverlookedcloselyatMelioandsaidtohimselfthatthiswhitemanwasasmadasasnakewhichchewsoffitsowntail.TheparakanastaughtMeliotocatchfishwiththehelpofawildplantwhichmadethemsenselessinthestream.Itgaveoffapowerfuldrugwhenshakenviolentlythroughthewater.Theyshoredhimbowtohuntbylayingtrapsanddigging.IntimeMelio’spieceoflandbecamearegularfarm.Hebadwildbirds,fatlong-leggedonesandthinnearlyfeatherlesschickens,andhiscormandsailedfishwasenoughtokeephimstockedupthoughthewetseason.

TheParakanaswerealwaysaroundhim.He’dneveradmititbuthecouldfeelthatthetreeswerelikethebarsofaprison:theywerewatchinghim.ItwasasifhewastherebycourtesyoftheChief.Whentheycametohim,theIndiansneverenteredhishouse,withitssteeplyslopingroofofdriedgrassandleaves.Theyhadadelicatewayofbehaving.Theyshowedthemselvesbystandingintheshadeofthetreesattheclearing’sedge.Hewasexpectedtocrossthechickenstriptowardsthem.Thentheyhadacuriousbutchiminghabitoftakingapacehackfromhim,justoneoddstepbackwardsintotheirgreencorridors.Melionevercouldpersuadethemtocomeanycloser.

ThegroupguessedatMelio’shatredforhiscivilizedbrothersinthetownsfaraway-TheyknewMeliowouldneverinviteanymorewhitemenuphere.ThispleasedtheParakanas.Itmeantthattraderslookingforrubberandjewelswouldneverreachthem.TheirMeliowouldseetothat.Theyweresafewiththismanandhishatred.

1.ItisknownfromthepassagethatMeliowantedtheforestaroundhimtobecomethickbecausethedenseleaves________.

2.TheChief'scomparisonofMeliotoasnakeisintendedtoshowthat_________.

3.WhichofthefollowingstatementsisNOTtrue?

4.ToMelio,theParakanaIndiansseemed_________.

5.Itcanbeconcludedfromthepassagethatplacedescribedbytheauthorwas___.

問題1選項(xiàng)

A.remindedhimofhishouseinthetownfaraway.

B.preventedtheParakanasfromwatchinghim

C.helpedhimtoforgettheworldhehated

D.protectedhimfrombeingintrudedbythewhitemeninthetown

問題2選項(xiàng)

A.hedidnottrustMelio

B.itwasunwisetogotooclosetoMelio

C.hebelievedMeliohatedtheParakanas

D.hethoughtMeliowasoutofhismind

問題3選項(xiàng)

A.Meliostayedonhisfarmforanumberofyears.

B.Meliofeltlikeaprisonerbecausehecouldn’tescapebeingwatched.

C.Meliokepthimselfalive,duringtherainyseasonbyeatingwhatbehadinstore.

D.TheParakanasthoughtMeliolivedtherebecausehewaslookingforrubberandjewels.

問題4選項(xiàng)

A.oddbuthateful

B.strangebutattractive

C.unhealthybutfriendly

D.cowardlybutsociable

問題5選項(xiàng)

A.farremovedfromcivilization

B.impossibletocultivate

C.thehomeofMelio’sIndianrelatives

D.wetalltheyearround

【答案】第1題:C

第2題:D

第3題:D

第4題:B

第5題:A

【解析】第1題:文章第一段Thegreeneritbecametheeasieritwastoforgettheoutside，樹木越多，越容易忘記外面的世界。所以選項(xiàng)C符合題意。

第2題:文章第二段第二句theirChiefneverlookedcloselyatMelioandsaidtohimselfthatthiswhitemanwasasmadasasnakewhichchewsoffitsowntail，酋長認(rèn)為Melio非常瘋狂。選項(xiàng)D符合題意。

第3題:文章最后一段提到Melio絕對不會帶其他白人進(jìn)來，所以他們不需要擔(dān)心有人為了橡膠和珠寶而來，選項(xiàng)D與之不符，所以符合題意。

第4題:文章提到whentheycametohim,theIndiansneverenteredhishousewithitissteeplyslopingroofofdriedgrassandleaves…striptowardsthem,可以推斷出他們很奇怪，所以選項(xiàng)B符合題意。

第5題:文章描述的是一個遠(yuǎn)離文明的印第安部落，選項(xiàng)A符合題意。

9.不定項(xiàng)選擇題

Theword“biodiversity”isatermheardwithincreasingfrequencyintheongoingdebateoverhowbesttoprotecttheworld’senvironment,andmorespecifically,howtopreserveitsrapidlydwindlingnumbersofplantandanimalspecies.Inverygeneralterms,“biodiversity”referstothenumberofplantandanimalspeciesthatcanbefoundinaparticularhabitatorecosystem.Thisisapparentlyaverysimpleconcept,butthesimplicityofitbeliesitssignificance.Abetterpopularunderstandingoftherealmeaningofbiodiversityandofitsimportancetothecircumstancesinwhichwepresentlyfindourselvesiscriticaltothesuccessofeffortstoprotecttheenvironment,andthereforeessentialtoourownsurvival.

Globalbiodiversity,whichisthetotalnumberofplantandanimalspeciesexistingontheplanetatanyonetime,canonlybeestimated;andonlyveryroughlyestimatedatthat.Undoubtedly,manyspeciesremaintobediscovered.Someofthese,suchasinsectsandmicroscopiclife,aresmallenoughtohaveescapedournotice,whileothersdwellinareaswehaveonlybeguntoexplore;thespeciesinhabitingthedeepestoceandepths,forexample.Itmustalsoberememberedthatweareinthemidstofamassextinctionevent.Speciesarenowdisappearingatarateestimatedtobebetween1,000and10,000timesfasterthantheaverageforthehistoryoflifeonearth.Takentogether,thesetwouncertainelementspreventtheglobalbiodiversityestimatefrombecomingmuchmorethananeducatedguess.Thecurrentbestestimateissomewhereintheneighborhoodof100to200millionspecies.

Thisnumber,whileitmaybeofsomeinteresttononscientists,isn’tofmuchrealvaluetoresearchers.Theyaregenerallymoreconcernedwithlocalbiodiversity.Despitetheapparentenormityofthenumberofspeciesthatinhabittheearthasawhole,localbiodiversity—thenumberofspeciesfoundinanyonehabitat—fluctuatesgreatlyaswecrosstheboundariesseparatingtheecosystemsthatmakeuptheEarth’sbiosphere.Itreachesitshighestlevelsonthecoralreefsandinthetropicalrainforestswheretheremaybethousandsofspeciesperacre.

Ofcourse,itisthisvalue—themeasureoflocalbiodiversity—thatismostusefulforanyoneconcernedwithassessingthehealthofanecosystemorprotectingitfromdestruction.Inmeasuringthebiodiversityofaparticularecosystem,biologistsareusuallyquiteimpartialwhenweighingtherelativesignificanceofeachspecies.Mostareassignedavalueofone,thetotalnumberofspeciesthenrepresentingthetargetvalue.However,therearetwoconditionsunderwhichonespeciesmaybeweightedmoreheavilythanothers.Thiswouldcertainlybethecaseforanyspeciesthatbyvirtueofitsgeneticuniquenesswouldconstituteaspeciallosstotheglobalgenepoolintheeventofitsextinction.Thetuataraisagoodexampleofjustsuchaspecies.Astheonlysurvivingmemberofafamilyofreptilesthat,exceptforit,diedout60millionyearsago,thetuataraqualifiesongroundsofgeneticuniquenesstobeweightedmoreheavilyincalculatingthebiodiversityofitshabitat.

Aspeciesmaybeaccordedbonuspointsinthebiodiversityequationforanotherreasonaswell;itmaybedeemedmoresignificantbyvirtueoftheroleitplaysintheecosystem.AnexampleofthiswouldbetheCaliforniaseaotter.[A]Thepreferredfoodofthisspeciesofmarinemammalistheseaurchin;amarineinvertebrate,whichfeedsonacertaintypeofseagrassknownaskelp.[B]Wereitnotfortheotter’scontributionincontrollingtheseaurchinpopulation,theunderseakelpforestwouldsurelybedecimatedbyadramaticincreaseinthepopulationofseaurchins.[C]Thiswouldremoveakeysupportingelement—thekelp—fromthehabitatofmanyfishandinvertebratespeciesthatdependonit.[D]This,inturn,wouldfundamentallyalteranentireunderseahabitatandundoubtedlyputariskanum