同等学力人员申请硕士学位模拟试题英语老师版.doc

2014年同等学力人员申请硕士学位
外国语水平全国统一考试（模拟试卷）

ENGLISH QUALIFICATION TEST
FOR MASTER-DEGREE APPLICANTS

Part 1 Oral Communication (15 minutes 10 points)

Section A:
Directions: In this section, there are two dialogues between two speakers , each has three blanks and three choices marked A,B, and C taken from the dialogue. Fill in each of the blanks with the choices to complete the dialogue. Mark your answer on the ANSWER SHEET.

Dialogue One
A. It was very exciting, wasn’t it?
B. Always the same old thing.
C. But I thought it was boring.

A. What did you think of the movie?
B. I thought it was gorgeous! I loved it!
A. You did? (1) __________c______________.
B. Why? What didn’t you like about it?
A. For one thing, there was too much violence in it, always fighting and killing!
B. But it was just an action movie!
A. And the story was silly too. (2)_________b_____________.
B. Well, you see, the stories are always simple in those movies.
A. What did you like about it?
B. (3)____________a_________________ And I like the movie star. The young guys are crazy about her!

Dialogue Two

A. just trade it in
B. listen up
C. first things first

A. Well, _____b_________, Jerry, you’ve got to start thinking to change it now.
B. But you know it would cost much to buy a new one.
A: You could buy a new car, or _______a__________ and buy a second hand.
B: Which means, we’re up against a big decision, aren’t we? Well, I am not sure, but if I trade it in, I will have to check out some used cars right now.
A. Treat me a drink and I can help you choose one.
B: Will you? Oh, thank you so much! But, ________c__________, I will go check up my budget and make sure if everything is all right.

Section B:
Directions: In this section, there is an interview between two speakers , which has four blanks and four choices marked A,B, C and D taken from the interview. Fill in each of the blanks with the choices to complete the interview. Mark your answer on the ANSWER SHEET.

A.I saw a piece of news about women
B. As a result
C. men have a hard time going out with women
D. That is right.

A: ________a_____________ who are earning more money than males. What do you think about that?
B: Oh, I think ____________c______________ who earn more than them because there’s this stereotype that men should make more money than females.
A: ________d____________. According to the news, between 30% and 40% of women earn more money than their spouses. And by the year 2030, the average woman in this country is expected to outearn the average man.
B: What are the possible reasons for this?
A: Well, there are educational trends; many more women are receiving higher education now than before. ______b_________, there are also more women entering the workforce.

Part II Vocabulary (10 minutes, 10 points)

Directions: In this section there are 10 sentences, each with one word or phrase underlined. Choose the one from the 4 choices marked A, B, C and D that best keeps the meaning of the sentence. Then mark the corresponding letter with a single bar across the square brackets on your machine-scoring ANSWER SHEET.

11．Betty was offended because she felt that her friends had ignored her purposefully at the party.
A．desperately B．definitely
C．deliberately D．decisively

12．Janet couldn’t work out why the rescue team didn’t get his message on time.
A．carry out B．break up
C．figure out D．put out

13．The researchers have come up with numerous explanations to justify their failures．
A．lead to B．charge for C．call for D．account for

14．They sent in a recommendation letter shortly after they applied to Harvard for the postdoctoral program.
A. recently B. soon C. lately D. posthumously

15. The chairman made an exhilarating speech at the opening ceremony of the sports meeting, which encouraged the sportsmen greatly.
A. vigorous
B. tedious
C. flat
D. harsh

16．Life is more important than the pressures and stresses that we place on ourselves over work and other commitments.
A．appointments B．arrangements
C．obligations D．devotions

17．She said that the medicine the doctor gave her brought relief to his headache.
A. eased B. rescued C. promoted D. diagnosed

18．Today’s movie features Tom Cruise as the leading actor, who has attracted millions of fans to watch his Mission Impossible series.
A．describes B．characterizes C．manifests D．professes

19．In this glorious season, Kobe Bryant has harvested great honor and recognition around the world.
A. benefited B. flourished C. acquired D. required

20．Long-term use of the drugs can ultimately alter the patient’s motor skills and personality.
A. divert B. exhaust C. exchange D. affect

Part III Reading Comprehension (45 minutes, 25 points)

Section A
Directions: There are 4 passages in this part. Each passage is followed by questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark the corresponding letter with a single bar across the square brackets on your machine-scoring ANSWER SHEET.

Text 1
When Patricia Weathers's son Michael had problems in his first-grade class, a school psychologist told the mother he had attention deficit hyperactivity disorder, or ADHD, and needed to be medicated with stimulants. If not, he would be sent to a special education facility near his school. Confused and frightened, Weathers says she consented to put Michael on Ritalin, a commonly used stimulant that doctors prescribe to decrease the symptoms of ADHD - restlessness, disorganization, hyperactivity. But Michael exhibited negative effects from the drug, such as social withdrawal. Instead of spotting the side effects, Weathers says, school officials again pressured her back to the psychiatrist's office, where Michael's diagnosis was changed to social anxiety disorder and an antidepressant prescribed. Finally, says Weathers, "I saw that the medicines were making Michael psychotic, so I stopped giving them to him." When she stopped the medicine, the school reported her to state child protective services for child abuse.

Though charges were dropped, the Weathers case has become a symbol of the boiling controversy surrounding ADHD, treatment for it, and the subjective diagnostic tests that some critics say has led to an overuse of stimulants in schools. According to testimony given before Congress in 2000, ADHD diagnosis in children grew from 150,000 in 1970 to 6 million in 2000, representing 12 to 13 percent of US schoolchildren.

On the one hand, a recent study by National Institute of Mental Health, published in April, confirmed long-held assumptions that consistent use of stimulants mildly suppresses children's growth - at an average rate of about an inch over the course of two years, in addition to weight loss in some children. At the same time, another part of the same study gave the use of medication a boost when it comes to the treatment of ADHD. The study showed that strict behavioral rules, used without drugs, were not as successful as treatments involving stimulants. They suppressed ADHD symptoms in 34 percent of the children tracked over a two-year period, while medication worked in 56 percent of cases.

Yet if the study was reassuring to some who work with children, it was alarming to others. "The study helps prove that the country is only hearing half the story about ADHD," says William Frankenberger, a professor at the University of Wisconsin, who has been studying ADHD for almost two decades. "If these medicines suppress growth, you have to ask what else they are doing that we can't measure."

21.It can be inferred from the text that kids with ADHD are often
[A] allergic to medicines.
[B] absent-minded in class.
[C] afraid of meeting strangers.
[D] anxious about seeing the doctor.

22.Weathers stopped giving the medicine to her son because
[A] she sensed the side effects of the medicine.
[B] the doctor prescribed another new treatment.
[C] the school psychologist advised against using it.
[D] she was charged with abusing her son physically.

23.The figures in Paragraph 2 indicate
[A] the overuse of anti-ADHD medicines on schoolchildren.
[B] the sharp drop of child-abuse cases in schools and families.
[C] the total loss of confidence in school doctors among parents.
[D] the drastic growth of ADHD symptoms observed among children.

24. The study by National Institute of Mental Health suggested that
[A] the use of medicine was effective in treating ADHD.
[B] kids on medication of stimulants tended to grow a lot.
[C] it was more successful to discipline children with ADHD.
[D] kids would put on weight quickly after receiving medication.

25.The Wisconsin professor’s concern was that
[A] the government would not take actions to suppress ADHD.
[B] the anti-ADHD medicines might have more serious side effects.
[C] teachers and doctors at school might neglect the kids with ADHD.
[D] parents with ADHD kids could be discouraged by the study results.

Text 2
Pretty in pink: adult women do not remember being so obsessed with the colour, yet it is pervasive in our young girls’ lives. It is not that pink intrinsically bad, but it is a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fused girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, despaired at the singular lack of imagination about girls’ lives and interests.
Girls' attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it's not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What's more, both boys and girls wore what were thought of as gender-neutral dresses. When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children's marketing strategy, that pink fully came into its own, when it began to seem innately attractive to girls, part of what defined them as female, at least for the first few critical years.
I had not realised how profoundly marketing trends dictated our perception of what is natural to kids, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children's behaviour: wrong. Turns out, according to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing gimmick by clothing manufacturers in the 1930s.
Trade publications counseled department stores that, in order to increase sales, they should create a "third stepping stone" between infant wear and older kids' clothes. It was only after "toddler" became common shoppers' term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults, into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.

26. By saying "it is ... The rainbow"(line 3, Para 1), the author means pink _______.
A should not be the sole representation of girlhood
B should not be associated with girls' innocence
C cannot explain girls' lack of imagination
D cannot influence girls' lives and interests

27. According to Paragraph 2, which of the following is true of colours?
A Colors are encoded in girls' DNA
B Blue used to be regarded as the color for girls
C Pink used to be a neutral color in symbolizing genders
D White is preferred by babies

28. The author suggests that our perception of children's psychological devotement was much influenced by ________.
[A] the marketing of products for children
[B] the observation of children's nature
[C] researches into children's behavior
[D] studies of childhood consumption

29. We may learn from Paragraph 4 that department stores were advised ________.
A focuses on infant wear and older kids' clothes
B attach equal importance to different genders
C classify consumers into smaller groups
D create some common shoppers' terms

30. It can be concluded that girl's attraction to pink seems to be _____.
A clearly explained by their inborn tendency
B fully understood by clothing manufacturers
C mainly imposed by profit-driven businessmen
D well interpreted by psychological experts

Text 3
Sometimes Sadler breaks into teeny giggles and sometimes she roars with laughter. And sometimes a dozen or so people do the same along with her. But there is nothing funny. Ms. Sadler is a certified laughter leader whose job is to help people laugh. Literally.
Sadler is one of about 1,000 adults in the United States, Canada, and Mexico who have become certified laughter leaders since July 2000 through the World Laughter Tour Inc. The group was formed in 1998 by former psychologist and psychotherapist Steve Wilson and nurse Karyn Buxman. Their intent, then and now, is "global influence in the practical applications of laughter and humor for health and world peace."
"If everyone would go back to being a child again by spending 30 minutes laughing, the whole world would be a better place," he adds.
In fact, there is a kind of shared universal language that goes something like this: Hee hee ha ha ho ho.... That's just one of the phrases Sadler uses in her workshop.
Those who attend one of her classes might find themselves sitting with their mouths open wide, lightly slapping their chests and then their knees with one hand while pointing at people with the other hand and laughing without making noise.
"It's sort of as if you were in church and you couldn't laugh and had to squelch it a little bit," says Sadler about the "silent laugh," one of the interactive laughter exercises she uses.
A louder laughter exercise is the "cellphone laugh." Sadler asks participants to walk around the room, holding imaginary cellphone against their ear, pretending to call a friend to perhaps tell them about this crazy laughter club workshop they attended. But instead of talking on their phones, participants laugh into it. And they're encouraged to make eye contact with one another.
The favorite class exercise is often the "argumentative laughter" Class participants walk