- 相關(guān)推薦
大學(xué)英語TEM8閱讀考試訓(xùn)練題
The force of the wind tests the strength of the grass. 以下是小編為大家搜索整理的大學(xué)英語TEM8閱讀考試訓(xùn)練題，希望能給大家?guī)韼椭?更多精彩內(nèi)容請及時關(guān)注我們應(yīng)屆畢業(yè)生考試網(wǎng)!
大學(xué)英語TEM8閱讀考試訓(xùn)練題
Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers ?D using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.
The creative shaping process of a technologist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should be valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions such as wall thickness and pin diameter may depend on scientific calculations, but the nonscientific component of design remains primary.
Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail hard thinking， nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.
If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
1.In the text, the author is primarily concerned with
[A] Identifying the kinds of thinking that is used by technologists.
[B] Stressing the importance of nonverbal thinking in engineering design.
[C] Proposing a new role for nonscientific thinking in the development of technology.
[D] Contrasting the goals of engineers with those of technologists.
2. It can be inferred that the author thinks engineering curricula are
[A] Strengthened when they include courses in design.
[B] Weakened by the substitution of physical science courses for courses designed to develop mathematical skills.
[C] Strong because nonverbal thinking is still emphasized by most of the courses.
[D] Strong despite the errors those graduates of such curricula have made in the development of automatic control systems.
3.Which of the following statements best illustrates the main point of the first two paragraphs of the text?
[A] When a machine like a rotary engine malfunctions, it is the technologist who is best equipped to repair it.
[B] Each component of an automobile? D for example, the engine or the fuel tank? D has a shape that has been scientifically determined to be best suited to that component’s function.
[C] A telephone is a complex instrument designed by technologists using only nonverbal thought.
[D] The distinctive features of a suspension bridge reflect its designers conceptualization as well as the physical requirements of its site.
4.Which of the following statements would best serve as an introduction to the text?
[A] The assumption that the knowledge incorporated in technological developments must be derived from science ignores the many nonscientific decisions made by technologists.
[B] Analytical thought is no longer a vital component in the success of technological development.
[C] As knowledge of technology has increased, the tendency has been to lose sight of the important role played by scientific thought in making decisions about form, arrangement, and texture.
[D] A movement in engineering colleges toward a technician’s degree reflects a demand for graduates who have the nonverbal reasoning ability that was once common among engineers.
5. The author calls the predicament faced by the Historic American Engineering Record paradoxical (line 6, paragraph 3) most probably because
[A] The publication needed drawings that its own staff could not make.
[B] Architectural schools offered but did not require engineering design courses for their students.
[C] College students were qualified to make the drawings while practicing engineers were not.
[D] Engineering students were not trained to make the type of drawings needed to record the development of their own discipline.
答案與考點解析
1.「答案」B
「考點解析」這是一道中心主旨題。本題的正確答案信息點在原文第一段的倒數(shù)第二句，該句強調(diào)“nonverbal thinking”的重要性。可見本題的正確選項應(yīng)該是B.考生在破解中心主旨題時一定要首先找出原文的中心主旨句。
2.「答案」A
「考點解析」這是一道反推題。根據(jù)題干中的“engineering curricula”可將本題的正確答案信息來源確定在原文的第三段第一句。該句中“should”一詞的理解十分重要。“should”是“應(yīng)該做”而實際上確“沒有做”。根據(jù)“should”一詞并且結(jié)合第三段第一句進(jìn)行反推即逆向思維，可得出本題的正確選項是A.考生在解題時應(yīng)該重視關(guān)鍵的語言信號詞，更要加強反推的能力。
3.「答案」D
「考點解析」本題是一道細(xì)節(jié)歸納推導(dǎo)題。其實只要考生抓住第一段中的中心主旨句(倒數(shù)第二句)和第二段中的中心主旨句(倒數(shù)第一句)，就不難尋找出本題的正確答案D.要想知道某一段的主要含義就要首先找出該段的中心主旨句。另外考生在破解此類題型時還要善于根據(jù)中心主旨句進(jìn)行合理的邏輯推導(dǎo)。
4.「答案」A
「考點解析」這是一道中心主旨題。如果考生抓住了全文的中心主旨句(第一段的倒數(shù)第二句)以及每段的中心主旨句(例如第二段的倒數(shù)第一句)，就不難尋找出本題的正確選項A，因為該選項所強調(diào)的內(nèi)容與這些中心主旨句所表達(dá)的內(nèi)容是相互一致的。考生在破解中心主旨題型時一定要具備尋找和理解中心主旨句的能力。
5.「答案」D
「考點解析」本題是一道細(xì)節(jié)推導(dǎo)題。題干已經(jīng)將本題的答案信息確定在第三段的尾句，該句強調(diào)的是“engineering students”在教育方面的缺陷，因此本題的正確選項應(yīng)該是D.如果考生在理解此句時有困難，可借助于本段的主題句(第三段第一句)來破解本題。第三段第一句強調(diào)的是“engineering curricula”缺乏“design courses”。這句話同樣是表明“engineering students”在教育方面的缺失。考生在破解此類題型時一定要善于總結(jié)和歸納原文的信息。
[參考譯文]
許多日常使用的事物明顯受到了科學(xué)的影響，但它們的形狀和功能，它們的大小和外觀，是由工藝人員、工匠、設(shè)計師、發(fā)明家和工程師運用非科學(xué)思維模式來設(shè)計的。工藝人員所考慮物體的很多性質(zhì)和特點不能歸結(jié)到毫不模糊的字面描述;在思維中，它們以一種視覺上的、非言語的方式被加以處理。在西方科技的發(fā)展過程中，大體上是由非言語思維刻畫了我們物質(zhì)環(huán)境的輪廓并充實了其中的細(xì)節(jié)。金字塔、大教堂、火箭之所以存在，不是因為幾何學(xué)或熱力學(xué)的原因，而是因為在它們的制造者的頭腦中事先存在了這樣一幅畫面。
在幾乎每一件現(xiàn)存的人造制品身上都能看出工藝人員思維創(chuàng)造性的制作過程。比如說，在柴油發(fā)動機(jī)的設(shè)計中，通過不斷使用關(guān)于合適感和適當(dāng)感的直觀體會，一個工藝人員得以用他個人的非語言思維來影響到機(jī)器本身。燃燒室的形狀應(yīng)怎樣?閥門應(yīng)該放在哪里?它應(yīng)該有個長的活塞還是應(yīng)該有個短的?這樣的問題有著由經(jīng)驗、物理需要、可用空間的局限以及并非微不足道的形狀感等因素提供的一系列答案。某一些決定，比如壁厚和銷釘直徑，可能需要由科學(xué)的計算來定奪，但設(shè)計中的非科學(xué)成分仍然是主要的。
因此設(shè)計課程應(yīng)該成為工程課程中的基本成份。非語言思維，這一工程設(shè)計的核心機(jī)制，包括了感受這一屬于藝術(shù)家的而非科學(xué)家的慣用手段。因為人們認(rèn)為感受的過程不需要“硬思維”，非語言思維被視為認(rèn)知過程發(fā)展的一個原始階段而且比語言和數(shù)學(xué)思維差。但令人感到自相矛盾的是，當(dāng)《美國工程歷史名錄》的工作人員希望得到為其美國工程歷史記錄而繪制的機(jī)器圖和等比例圖時，唯一具有所需技能的大學(xué)生不是工程學(xué)大學(xué)生，而是就讀于建筑學(xué)院的大學(xué)生。
如果不能開設(shè)設(shè)計課程(它能在一個高度分析性工程學(xué)課程體系中提供解決實際問題的背景知識)，我們就會在先進(jìn)的工程系統(tǒng)中遇到愚蠢而同時會導(dǎo)致極大損失的錯誤。比如，裝載了精密控制設(shè)備的早期高速鐵路車輛模型不能在暴風(fēng)雪中正常運行，原因是一個風(fēng)扇將雪吸入到電子系統(tǒng)中。干擾著自動控制系統(tǒng)的荒唐的隨機(jī)故障不是輕微的失常;它們是一種混亂的反映，人們認(rèn)為這種混亂主要在設(shè)計數(shù)學(xué)方面的問題時就會產(chǎn)生。
大學(xué)英語TEM8閱讀考試訓(xùn)練題
These days we hear a lot of nonsense about the ‘great classless society’. The idea that the twentieth century is the age of the common man has become one of the great clichés of our time. The same old arguments are put forward in evidence. Here are some of them: monarchy as a system of government has been completely discredited. The monarchies that survive have been deprived of all political power. Inherited wealth has been savagely reduced by taxation and, in time, the great fortunes will disappear altogether. In a number of countries the victory has been complete. The people rule; the great millennium has become a political reality. But has it? Close examination doesn’t bear out the claim.
It is a fallacy to suppose that all men are equal and that society will be leveled out if you provide everybody with the same educational opportunities. (It is debatable whether you can ever provide everyone with the same educational opportunities, but that is another question.) The fact is that nature dispenses brains and ability with a total disregard for the principle of equality. The old rules of the jungle, ‘survival of the fittest’, and ‘might is right’ are still with us. The spread of education has destroyed the old class system and created a new one. Rewards are based on merit. For ‘a(chǎn)ristocracy’ read ‘meritocracy’; in other respects, society remains unaltered: the class system is rigidly maintained.
Genuine ability, animal cunning, skill, the knack of seizing opportunities, all bring material rewards. And what is the first thing people do when they become rich? They use their wealth to secure the best possible opportunities for their children, to give them ‘a(chǎn) good start in life’. For all the lip service we pay to the idea of equality, we do not consider this wrong in the western world. Private schools which offer unfair advantages over state schools are not banned because one of the principles in a democracy is that people should be free to choose how they will educate their children. In this way, the new meritocracy can perpetuate itself to a certain extent: an able child from a wealthy home can succeed far more rapidly than his poorer counterpart. Wealth is also used indiscriminately to further political ends. It would be almost impossible to become the leader of a democracy without massive financial backing. Money is as powerful a weapon as ever it was.
In societies wholly dedicated to the principle of social equality, privileged private education is forbidden. But even here people are rewarded according to their abilities. In fact, so great is the need for skilled workers that the least able may be neglected. Bright children are carefully and expensively trained to become future rulers. In the end, all political ideologies boil down to the same thing: class divisions persist whether you are ruled by a feudal king or an educated peasant.
1. What is the main idea of this passage?
[A] Equality of opportunity in the twentieth century has not destroyed the class system.
[B] Equality means money.
[C] There is no such society as classless society.
[D] Nature can’t give you a classless society.
2. According to the author, the same educational opportunities can’t get rid of inequality because
[A] the principle ‘survival of the fittest’ exists.
[B] Nature ignores equality in dispensing brains and ability.
[C] Material rewards are for genuine ability.
[D] People have the freedom how to educate their children.
3. Who can obtain more rapid success
[A] those with wealth.
[B] Those with the best brains.
[C] Those with the best opportunities.
[D] Those who have the ability to catch at opportunities.
4. Why does the author say the new meritocracy can perpetuate itself to a certain extent? Because
[A] money decides everything.
[B] Private schools offer advantages over state schools.
[C] People are free to choose the way of educating their children.
[D] Wealth is used for political ends.
5. According to the author, ‘class divisions’ refers to
[A] the rich and the poor.
[B] Different opportunities for people.
[C] Oppressor and the oppressed.
[D] Genius and stupidity.
答案詳解：
1. A 二十世紀(jì)平等的機(jī)遇并沒有摧毀階級。文章一開始就對無階級社會的論點進(jìn)行了反駁：有人認(rèn)為君主整體已完全摧毀，幸存下來的王公貴族已經(jīng)被剝奪了一切政治權(quán)力，繼承的財產(chǎn)為稅收大幅度的削減，到時候，巨大的財富將消失殆盡，在許多國家中，已全面勝利，人民進(jìn)行統(tǒng)治，偉大的太平盛世已成為政治顯示。作者認(rèn)為：深入檢查證實這一斷言不實。第二段提出了即使人人都獲同樣的受教育的機(jī)會，可人的天然智慧和能力與平等原則無關(guān)，適者生存，強權(quán)即公理依然存在。教育的普及摧毀了老的階級體制，卻創(chuàng)造新的，報酬是機(jī)遇才干成就。貴族統(tǒng)治就是英才統(tǒng)治，可在其他方面，社會依然，階級確實存在。后面兩段集中論述了金錢的作用。
B.金錢意味著平等是錯誤的。C.不存在無階級社會。內(nèi)容是對的，但不是本文的主題思想。D.自然界不會賦予你一個無階級社會。
2. B 自然界在分賦人智慧和能力是不會顧及平等。
A.適者生存的原則存在。根據(jù)這一原則無智慧和能力者難以生存于社會。C.物質(zhì)報償是根據(jù)人的真正能力。D.人們有自由選擇如何教育自己的孩子。這三項都基于一點――人的智慧和能力。有智慧能力才能生存，才能獲報償，這已經(jīng)是不平等，即使獲同樣的受教育的機(jī)會，也不可能鏟除不平等。
3. A 有錢的人。第三段一開始就點明：真正的能力、動物般機(jī)敏狡猾、技能、善抓機(jī)會的`訣竅，這一切都帶來物質(zhì)報償。有了錢的人首要作的事情就是給孩子最佳教育機(jī)會，而私人學(xué)校教育優(yōu)于公立學(xué)校，人們又有自由選擇如何教育自己的孩子。在這個意義上，英才教育在某種程度上是永存的。一個來自富有家庭的有能力的孩子要比其對立面獲得成功要快得多得多。
B.具有很高智慧的人，若沒有錢是難以成功的。第三段的最后一句話也點明這一點，金錢同從前一樣是強有力的武器。文章最后一段即使在完全遵循社會平等原則的社會里，禁止特權(quán)的私人教育，人們也是按能力獲報酬。小心翼翼而又耗費巨大地把聰明的孩子培養(yǎng)成未來的統(tǒng)治者。C.具有最佳機(jī)遇的人。D.是B和C的結(jié)合。
4. A金錢決定一切。新的英才教育在一定程度上永存。沒有錢，上不起私立學(xué)校，談不上機(jī)會，更不用說英才教育。有了錢才能為孩子創(chuàng)造機(jī)會。
B.私立學(xué)校提供的優(yōu)越性高于公立學(xué)校。C.人們有自由選擇教育孩子的方式方法。D.財富用于政治目的。第三段最后三句話：“財富也可以不加區(qū)別地用于更遠(yuǎn)的政治目的。沒有強大的財政作后盾，成為民主國家的元首幾乎是不可能。金錢和過去一樣是強有力的武器，這也說明了金錢的力量，決定一切。”
5. A 富人和窮人。縱然作者提及，同樣的教育機(jī)會也不可能鏟除不平等，因為上天賦予人之智慧是不可能考慮平等原則，可是作者也提到適者生存、強權(quán)即公理。貴族政治可讀成英才教育。這已說明英才指的是貴族的英才。第四段進(jìn)一步指出有錢的人首先要做的就是給子女一個良好的教育機(jī)會。而私立學(xué)校的教育質(zhì)量優(yōu)于公立學(xué)校。有錢人家的有能力的孩子成功機(jī)遇就高。財產(chǎn)還可用于政治目的，要成為民主國家的領(lǐng)袖就得有雄厚的財力支持。錢財和過去一樣強有力。即使在以社會平等為原則的社會中，私立學(xué)校被禁，酬勞還是以人的能力為準(zhǔn)，大量需要有技能的工作人員，而差勁的人沒有人關(guān)注。天才的孩子予以仔細(xì)而又及其昂貴的培養(yǎng)以成為未來的統(tǒng)治者。
總之，政治意識歸結(jié)為同一個東西――階級劃分存在，不論你是為封建帝王統(tǒng)治，還是為受過教育的農(nóng)民統(tǒng)治，從這里看，作者的class division指的是A項。
B.人們不同的機(jī)遇。C.壓迫者和被壓迫者。D.天才和笨蛋。
大學(xué)英語TEM8閱讀考試訓(xùn)練題
What we know of prenatal development makes all this attempt made by a mother to mold the character of her unborn child by studying poetry, art, or mathematics during pregnancy seem utterly impossible. How could such extremely netplex influences pass from the mother to the child? There is no connection between their nervous systems. Even the blood vessels of mother and child do not join directly. An emotional shock to the mother will affect her child, because it changes the activity of her glands and so the chemistry her blood. Any chemical change in the mother’s blood will affect the child for better or worse. But we can not see how a looking for mathematics or poetic genius can be dissolved in blood and produce a similar liking or genius in the child.
In our discussion of instincts we saw that there was reason to believe that whatever we inherit must be of some very simple sort rather than any netplicated or very definite kind of behavior. It is certain that no one inherits a knowledge of mathematics. It may be, however, that children inherit more or less of a rather general ability that we may call intelligence. If very intelligent children benete deeply interested in mathematics, they will probably make a success of that study.
As for musical ability, it may be that what is inherited is an especially sensitive ear, a peculiar structure of the hands or the vocal organs connections between nerves and muscles that make it netparatively easy to learn the movements a musician must execute, and particularly vigorous emotions. If these factors are all organized around music, the child may benete a musician. The same factors, in other circumstance might be organized about some other center of interest. The rich emotional equipment might find expression in poetry. The capable fingers might develop skill in surgery. It is not the knowledge of music that is inherited, then nor even the love of it, but a certain bodily structure that makes it netparatively easy to acquire musical knowledge and skill. Whether that ability shall be directed toward music or some other undertaking may be decided entirely by forces in the environment in which a child grows up.
1. Which of the following statements is not true?
A. Some mothers try to influence their unborn children by studying art and other subjects during their pregnancy.
B. It is utterly impossible for us to learn anything about prenatal development.
C. The blood vessels of mother and child do not join directly.
D. There are no connection between mother’s nervous systems and her unborn child’s.
2. A mother will affect her unborn baby on the condition that ____.
A. she is emotionally shocked
B. she has a good knowledge of inheritance
C. she takes part in all kind of activities
D. she sticks to studying
3. According to the passage, a child may inherit____.
A. everything from his mother
B. a knowledge of mathematics
C. a rather general ability that we call intelligence
D. her mother’s musical ability
4. If a child inherits something from his mother, such as an especially sensitive ear, a peculiar structure of the hands or of the vocal organs, he will ____.
A. surely benete musician
B. mostly benete a poet
C. possibly benete a teacher
D. benete a musician on the condition that all these factors are organized around music
5. Which of the following is the best title for the passage?
A. Role of Inheritance. B. An Unborn Child.
C. Function of instincts. D. Inherited Talents.
參考答案：BACDA
【大學(xué)英語TEM8閱讀考試訓(xùn)練題】相關(guān)文章：
大學(xué)英語專八考試閱讀題特別訓(xùn)練10-19
英語專四考試閱讀考試樣題訓(xùn)練08-14
雅思英語的閱讀題訓(xùn)練題11-07