2010考研法硕英语冲刺样题及答案细解（一）

　　Paper One

　　Part I Dialogue Communication (15 minutes, 15 points)

　　Section A Dialogue Completion

　　Directions：In this section, you will read five short incomplete dialogues between two speakers, each followed by four choices marked A, B, C and D. Choose the answer that best suits the situation to complete the dialogue. Mark your answer on the ANSWER SHEET with a single line through the center.

　　1. Speaker A: The economic news doesn't look good, does it?

　　Speaker B: _____. We really need to get the rising price structure under control.

　　A. Yes, I think so. B. No, the news was unconvincing.

　　C. Not according to the news. D. Yes, the news has told a fact.

　　2. Speaker A: Hey. I'm sorry to interrupt, but there's something important I have to tell you.

　　Speaker B: _____

　　Speaker A: Not really. It's pretty important.

　　A. Can't it wait? B. Will you please leave me alone?

　　C. Why do you choose such a crucial moment? D. Don't you see, I am busy now.

　　3. Speaker A: I'm anxious to get started on my project. Can we discuss it sometime before the weekend?

　　Speaker B:_____

　　A. Why didn't you tell me earlier? B. Yes, that could be arranged.

　　C. I can't spend any time. D. Yes, it's easy to discuss it.

　　4. Speaker A: Excuse me, boss. There's a Jack Welsh on the line. Do you want to talk to him?

　　Speaker B:_____

　　A. Oh, I'm afraid I won't. B. No, have him call back later.

　　C. Does he want to leave a message? D. Would you please hold my calls?

　　5. Speaker A: Do you feel like doing anything this weekend, Jerry?

　　Speaker B:_____

　　A. No, I don't mind doing anything. B. Yes, all right. What do you suggest?

　　C. We could always go to Dave's party. D. How do you like science fiction movies?

　　Section B Dialogue Comprehension

　　Directions: In this section, you will read five short conversations between a man and a woman. At the end of each conversation there is a question followed by four choices marked A, B, C and D. Choose the best answer to the question from the four choices given and mark your answer on the ANSWER SHEET with a single line through the center.

　　6. Man: You're going to get into a lot of trouble if you do that.

　　Woman: What makes you say that? Everything has gone as smooth as clockwork--just like we planned.

　　Question: What does the woman mean?

　　A. She thinks everything goes very well.

　　B. She thinks they can finish it on time.

　　C. She thinks everything goes slowly.

　　D. The job is done easily beyond her expectation.

　　7. W: How do you think about the drama last night, do you like it?

　　M: Yes. I guess you enjoyed it too?

　　W: I certainly got my mind stretched! I think it was shrinking!

　　Q: What does the woman think of the drama?

　　A. It had her mind suffered a lot.

　　B. It has broadened her vision.

　　C. She thought there was something wrong with her brain.

　　D. It makes the woman think over and over again.

　　8. Woman: You were late again this morning.

　　Man: So what?

　　Question: How does the man react to the woman's blame?

　　A. He felt sorry for being late. B. He did not admit he was late.

　　C. He got nervous for being late. D. He did not care about being late.

　　9. Woman: This software is very user-friendly.

　　Man: Yes, but it leaves something to be desired.

　　Question: What does the man think of the software?

　　A. It is of excellent standard. B. It is of very low standard.

　　C. It has reached the expected standard. D. It does not reach the expected standard.

　　10. Man: Hi, Susan. I hear your ski trip was out of this world!

　　Woman: It was wonderful! I didn't want to come back to the real world!

　　Question: What can we learn about Susan?

　　A. She preferred to live in an unreal world. B. She enjoyed the skiing very much.

　　C. She lost contact with this world. D. She failed to carry out her ski plan.

　　Part II Vocabulary and Structure (20 minutes, 10 points)

　　Directions：There are 20 incomplete sentences in this section. For each sentence there are four choices marked A, B, C and D. Choose the one that best completes the sentence. Mark your answer on the ANSWER SHEET with a single line through the center.

　　Passage One

　　Putting a bunch of college students in charge of a $300,000 Dance Marathon, fundraiser surely sounds a bit risky. When you consider the fact that the money is supposed to be given to. Children in need of medical care, you might call the idea crazy.

　　Most student leaders don't want to spend a large amount of time on something they care little about, said 22-year-old University of Florida student Darren Heitner. He was the Dance Marathon's operations officer for two years.

　　Yvonne Fangmeyer, director of the student organization office at the University of Wisconsin, conducted a survey in February of students involved in campus organizations. She said the desire for friendship was the most frequently cited reason for joining.

　　At large universities like Fangmeyer's, which has more than 40,000 students, the students first of all want to find a way to "belong in their own comer of campus".

　　Katie Rowley, a Wisconsin senior, confirms the survey's findings. "I wanted to make the campus feel smaller by joining an organization where I could not only get involved on campus but also find a group of friends."

　　All of this talk of friendship, however, does not mean that students aren't thinking about their resumes. "I think that a lot of people do join to 'fatten up their resume'," said Heitner. "At the beginning of my college career, I joined a few of these organizations, hoping to get a start in my leadership roles."

　　But without passion student leaders can have a difficult time trying to weather the storms that come. For example, in April, several student organizations at Wisconsin teamed up3 for an event designed to educate students about homelessness and poverty. Student leaders had to face the problem of solving disagreements, moving the event because of rainy weather, and dealing with the university's complicated bureaucracy.

　　"Outside-of the classroom learning really makes a big difference," Fangmeyer said.

　　31. An extracurricular activity like raising a fund of $300,000 is risky because most student leaders _____.

　　A. are lazy B. are stupid

　　C. are not rich enough D. wilt not take an interest in it

　　32. American students join campus organizations mostly for _____.

　　A. making a difference B. gaining experience

　　C. building friendship D. improving their resumes

　　33. Who is Katie Rowley?

　　A. She's a senior professor. B. She's a senior student.

　　C. She's a senior official. D. She's a senior citizen

　　34. What do student leaders need to carry an activity through to a successful end?

　　A. Passion. B. Money. C. Power. D. Fame.

　　35. The phrasal verb fatten up in paragraph 6 could be best replaced by _____.

　　A. invent B. rewrite C. polish D. complete

　　Passage Two

　　Australia's foreign language skills are declining, Voice of America has reported. New figures show that only 13 percent of high school graduates can speak a foreign language. But four decades ago, 40 percent had foreign language skills.

　　Professor Elise Tipton, from the University of Sydney, says increasingly students do not feel the need to learn another language to boost their career. She believes that Australia's economic boom, which is driven by red-hot demand for its minerals, is helping mask serious deficiencies in its language skills.

　　Australia does business very successfully in English with most of its trading partners. But as the world's economic power shifts to emerging regions such as Asia, its language gap could soon be exposed. According to the new figures, less than 6.5 percent of high school graduates are proficient in an Asian language. Academics worry that this means Australia will increasingly be isolated from its economically important Asian neighbors. Dilip Dutta, from the economics and business faculty at Sydney University, says language skills can enhance trading opportunities. If Australians want to trade with Asian countries, it is very important for them to learn the language that will help them to get closer to the culture.

　　But students have different opinions about Asian language learning. Pippa McCowage, a 22-year-old Australian student, says many young Australians have a half-hearted approach to foreign languages, and the language curriculum is often weak. "While we're encouraged in high school to learn another language, it's not really apparent to me as a realistic expectation that you will have to speak it," said McCowage. "For example, I learned Japanese in high school, when I went on an exchange in Year 10, I found that the Japanese students of my age had a much greater proficiency in English than I did in Japanese. So in that sense, it almost discourages you."

　　At present, about 70 percent of Australia's major exports go to Asia and the Australian government has been keen on developing closer economic and diplomatic ties with Asia. Academics say that, as Asia becomes one of the world's economic powerhouses, Australia needs to improve its language skills if it is to take full advantage of the business opportunities on its doorstep.

　　36. How much percent of high school graduates were proficient in foreign languages forty years ago?

　　A. 70. B. 13. C. 40. D. 6.5.

　　37. What can be inferred from paragraph 2?

　　A. Australia has rich deposits of minerals.

　　B. Australia is essentially a self-sufficient country.

　　C. Australia has no intention to trade with Asian countries.

　　D. Australian students are not required to learn a foreign language.

　　38. What does Dilip Dutta think language skills can do?

　　A. Improve your relation with your partner. B. Help to settle international conflicts.

　　C. Remove barriers in negotiations. D. Increase trading opportunities.

　　39. Why has the Australian government been keenly interested in strengthening ties with Asia?

　　A. Because Asia is where Australia is located.

　　B. Because Asia is where Australia's major exports go.

　　C. Because Asia is where Australians go and spend their holidays.

　　D. Because Asia is where Australia can play a big role in international affairs.

　　40. The word faculty in paragraph 3 can be replaced by _____.

　　A. college B. institute C. university D. department

　　Passage Three

　　I had been working in the trauma unit at a local hospital for about a year. You get used to families thinking that a "coma" patient is moving their hand or doing something that they were asked to do. "Following commands" is what' we call it. Often it's "wishful thinking" on the Families' part. Nurses can easily become callous to it.

　　On this particular night during visiting hours, my patient's wife came in. I had taken care of him for several nights. I was very familiar with his care and what he was able to do. Actually, he didn't do anything. He barely moved at all, even when something would obviously hurt him, such as suctioning.

　　His wife was very short, about 5 feet tall. She had to stand on a stool to lean over him, so that she could see his face and talk to him. She climbed up on the stool. I spoke to her for a few minutes, and then stepped out to tend to my other patient. A few minutes later, she came running out of the room. In an excited voice, she said, "Donna, he's moving his hand!"

　　I immediately thought that it was probably her imagination, and that he had not actually done it on purpose. He had been there about a month at the time and had never made any movements on purpose. I asked her what had happened and she said, "I asked him to squeeze my hand and he did!"

　　This led me to another train of questioning. "But, did he let go when you asked him to?" She said yes, that he had done exactly what she asked.

　　I went into the room with her, not really believing that I would see anything different than I had always seen. But I decided that it would be better to pacify her than to make her think I didn't believe her or that she was somehow mistaken.

　　She asked him to squeeze her hand, which he did. I said, "Well, ask him to let go." He continued to squeeze for a moment, so that when he finally did let go, I really still didn't believe that he had done it on purpose. So, I said, "Ask him to hold up one finger." He did as asked.

　　Well, hmm, this was starting to get my attention. I looked at him, his face still somewhat swollen and his eyes still closed. "Stick out your tongue!" I said. He did it. I almost fell on the floor. It was the first time I had ever seen anyone "wake up."

　　41. The first paragraph indicates that more often than not a coma patient _____.

　　A. is found to be following commands B. is thought to be following commands

　　C. is used to following commands D. is callous to nurses' commands

　　42. What was the condition of the patient before that particular night?

　　A. He talked only with his wife. B. He barely moved at all.

　　C. He moved only when hurt. D. He was too lazy to do anything at all.

　　43. How did the author feel upon first hearing what the excited wife said?

　　A. She was amused. B. She was doubtful.

　　C. She was scared. D. She was shocked.

　　44. What did the patient do on that particular night?

　　A. He squeezed and let go his wife's hand. B. He held up one of his fingers.

　　C. He stuck out his tongue. D. All of the above.

　　45. The author "almost fell on the floor" because _____.

　　A. she could hardly believe her eyes B. she had been working too hard

　　C. she had been deceived D. she had been tripped