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1、2021甘肃公共英语考试模拟卷（6）本卷共分为1大题50小题，作答时间为180分钟，总分100分，60分及格。一、单项选择题（共50题，每题2分。每题的备选项中，只有一个最符合题意） 1.BText 1/B Present-day philosophers usually envision their discipline as an endeavor that has been, since antiquity, distinct from and superior to any particular intellectual discipline, such as theology or
2、science. Such philosophical concerns as the mind-body problem or, more generally, the nature of human knowledge, they believe, are basic human questions whose tentative philosophical solutions have served as the necessary foundations on which all other intellectual speculation has rested. The basis
3、for this view, however, lies in a serious misinterpretation of the past, a projection of modern concerns onto past events. The idea of an autonomous discipline called philosophy, distinct from and sitting in judgement on such pursuits as theology and science turns out, on close examination, to be of
4、 quite recent origin. When, in the seventeenth century, Descartes and Hobbes rejected medieval philosophy, they did not think of themselves, as modern philosophers do, as proposing a new and better philosophy, but rather as furthering the warfare between science and theology. They were fighting, alb
5、eit discreetly, to open the intellectual world to the new science and to liberate intellectual life from ecclesiastical philosophy, and envisioned their work as contributing to the growth, not of philosophy, but of research in mathematics and physics. This link between philosophical interests and sc
6、ientific practice persisted until the nineteenth century, when decline in ecclesiastical power over scholarship and changes in the nature of science provoked the final-separation of philosophy from both. The demarcation of philosophy from science was facilitated by the development in the early ninet
7、eenth century of a new notion, that philosophys core interest should be epistemology, the general explanation of what it means to know something. Modern philosophers now trace that notion back at least to Descartes and Spinoza, but it was not explicitly articulated until the late eighteenth century,
8、 by Kant, and did not become built into the structure of academic institutions and the standard self-descriptions of philosophy professors until the late nineteenth century. Without the idea of epistemology, the survival of philosophy in an age of modern science is hard to imagine. Metaphysics philo
9、sophys traditional core considered as the most general description of how the heavens and the earth are put together had been rendered almost completely meaningless by the spectacular progress of physics. Kant, however, by focusing philosophy on the problem of knowledge, managed to replace metaphysi
10、cs with epistemology, and thus to transform the notion of philosophy as queen of sciences into the new notion of philosophy as a separate, foundational discipline. Philosophy became primary no longer in the sense of highest but in the sense of underlying. After Kant, philosophers were able to reinte
11、rpret seventeenth and eighteenth century thinkers as attempting to discover How is our knowledge possible and to project this question back even on the ancients.According to the passage, present-day philosophers believe that the mind-body problem is an issue that _ . Ahas implications primarily for
12、philosophersBmay be affected by recent advances in scienceChas little relevance to present-day philosophyDhas Served as a basis for intellectual speculation since antiquity 2.IB Questions 17 to 20 are based on the following monologue about energy conservation. You now have 20 .seconds to read Questi
13、ons 17 to 20./I/BWhat is the purpose of building new houses facing north or southATo avoid direct sunlight.BTo limit space used.CTo keep out the cold.DTo conform to other houses. 3.BI Questions 11 to 13 are based on the following talk on hygiene. You now have 15 seconds to read Questions 11 to 13./I
14、/BWhat is the talk mainly aboutAGood reading skills.BDiseases related to eyes.CHealth guides for students.DProper eye-use in reading. 4.BText 3/B It is possible for students to obtain advanced degrees in English while knowing little or nothing about traditional scholarly methods. The consequences of
15、 this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon the list of authors whose works are most widely taught is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not kn
16、ow how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are bereft of crucial tools for revising the canon. To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students consciousness about the us
17、efulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range or historical periods was abandoned, though this procedure has the obvious
18、advantages of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and
19、to inspire them to take responsibility for the quality of their own work. Griffiths work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day, thus students spent little time and eff
20、ort mastering the literature and had a clear field for their own discoveries. Griffiths playThe Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteent
21、h century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon. The range. or Griffiths work meant that each student could become the worlds leading authori
22、ty on a particular Griffith text. For example, a student studying Griffiths Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watts Bibliotheca Britannica. Suc
23、h experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student I hope for a lifetime against credulous use of reference sources.The author of the passage suggests which of the following is a disadvantage of the strategy employed
24、in the experimental scholarly methods course. AStudents were not given an opportunity to study women writers outside the canon.BStudents original work would not be appreciated by recognized scholars.CMost of the students in the course had had little opportunity to study eighteenth-century literature
25、.DStudents were not given an opportunity to encounter certain sources of information that could prove useful in their future studies. 5.BText 2/B In a perfectly free and open market economy, the type of employer government or private should have little or no impact on the earnings differentials betw
26、een women and men. However, if there is discrimination against one sex, it is unlikely that the degree of discrimination by government and private employers will be the same. Differences in the degree of discrimination would result in earnings differentials associated with the type of employer. Give
27、n the nature of government and private employers, it seems most likely that discrimination by private employers would be greater. Thus, one would expect that, if women are being discriminated against, government employment would have a positive effect on womens earnings as compared with their earnin
28、gs from private employment. The results of a study by Fuchs support this assumption. Fuchs results suggest that the earnings of women in an industry composed entirely of government employees would be 14.6 percent greater than the earnings of women in an industry composed exclusively of private emplo
29、yees, other things being equal. In addition, both Fuchs and Sanborn have suggested that the effect of discrimination by consumers on the earnings of self-employed women may be greater than the effect of either government or private employer discrimination on the earnings of women employees. To test
30、this hypothesis, Brown selected a large sample of white male and female workers from the 1970 census and divided them into three categories: private employees, government employees, and self-employed. (Black workers were excluded from the sample to avoid picking up earnings differentials that were t
31、he result of racial disparities.) Browns research design controlled for education, labor force participation, mobility, motivation, and age in order to eliminate these factors as explanations of the studys results. Browns results suggest that men and women are not treated the same by employers and c
32、onsumers. For men, self-employment is the highest earnings category, with private employment next, and government lowest. For women, this order is reversed. One can infer from Browns results that consumers discriminate against self-employed women. In addition, self-employed women may have more diffi
33、culty than men in getting good employees and may encounter discrimination from suppliers and from financial institutions. Browns results are clearly consistent with Fuchs argument that discrimination by consumers has a greater impact on the earnings of women than does discrimination by either govern
34、ment or private employers. Also, the fact the women do better working for government than for private employers implies that private employers are discriminating against women. The results do not prove that government does not discriminate against women. They do, however, demonstrate that if governm
35、ent is discriminating against women, its discriminating is not having as much effect on womens earnings as is discrimination in the private sector.A study of the practices of financial institutions that revealed no discrimination against selfemployed women would tend to contradict _ . Asome tentativ
36、e results of Fuchs studyBsome explicit results of Browns studyCa suggestion made by the authorDFuchs hypothesis 6.BText 1/B Present-day philosophers usually envision their discipline as an endeavor that has been, since antiquity, distinct from and superior to any particular intellectual discipline,
37、such as theology or science. Such philosophical concerns as the mind-body problem or, more generally, the nature of human knowledge, they believe, are basic human questions whose tentative philosophical solutions have served as the necessary foundations on which all other intellectual speculation ha
38、s rested. The basis for this view, however, lies in a serious misinterpretation of the past, a projection of modern concerns onto past events. The idea of an autonomous discipline called philosophy, distinct from and sitting in judgement on such pursuits as theology and science turns out, on close e
39、xamination, to be of quite recent origin. When, in the seventeenth century, Descartes and Hobbes rejected medieval philosophy, they did not think of themselves, as modern philosophers do, as proposing a new and better philosophy, but rather as furthering the warfare between science and theology. The
40、y were fighting, albeit discreetly, to open the intellectual world to the new science and to liberate intellectual life from ecclesiastical philosophy, and envisioned their work as contributing to the growth, not of philosophy, but of research in mathematics and physics. This link between philosophi
41、cal interests and scientific practice persisted until the nineteenth century, when decline in ecclesiastical power over scholarship and changes in the nature of science provoked the final-separation of philosophy from both. The demarcation of philosophy from science was facilitated by the developmen
42、t in the early nineteenth century of a new notion, that philosophys core interest should be epistemology, the general explanation of what it means to know something. Modern philosophers now trace that notion back at least to Descartes and Spinoza, but it was not explicitly articulated until the late
43、 eighteenth century, by Kant, and did not become built into the structure of academic institutions and the standard self-descriptions of philosophy professors until the late nineteenth century. Without the idea of epistemology, the survival of philosophy in an age of modern science is hard to imagin
44、e. Metaphysics philosophys traditional core considered as the most general description of how the heavens and the earth are put together had been rendered almost completely meaningless by the spectacular progress of physics. Kant, however, by focusing philosophy on the problem of knowledge, managed
45、to replace metaphysics with epistemology, and thus to transform the notion of philosophy as queen of sciences into the new notion of philosophy as a separate, foundational discipline. Philosophy became primary no longer in the sense of highest but in the sense of underlying. After Kant, philosophers
46、 were able to reinterpret seventeenth and eighteenth century thinkers as attempting to discover How is our knowledge possible and to project this question back even on the ancients.According to the author, philosophy became distinct from science and theology during the _ . Aancient periodBmedieval p
47、eriodCseventeenth centuryDnineteenth century 7.IB Questions 17 to 20 are based on the following monologue about energy conservation. You now have 20 .seconds to read Questions 17 to 20./I/BWhat has the city of Davis provided for bicycle ridersASpecial paths.BResurfaced highways.CMore parking space.D
48、Better street lighting. 8.BText 3/B It is possible for students to obtain advanced degrees in English while knowing little or nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon the list of authors whose works are most widely taught is ever to include more women, scholars m