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单选题 1分

Though not biologically related,friends are as“related”as fourth cousins,sharing about 1%of genes.Th...

Though not biologically related,friends are as“related”as fourth cousins,sharing about 1%of genes.That is_（1）_a study,published from the University of California and Yale University in the Proceedings of the National Academy of Sciences,has__（2）_.The study is a genome-wide analysis conducted_（3）__1,932 unique subjects which__（4）__pairs of unrelated friends and unrelated strangers.The same people were used in both_（5）_.While 1%may seem_（6）_,it is not so to a geneticist.As James Fowler,professor of medical genetics at UC San Diego,says,“Most people do not even_（7）_their fourth cousins but somehow manage to select as friends the people who_（8）_our kin.”The study_（9）_found that the genes for smell were something shared in friends but not genes for immunity.Why this similarity exists in smell genes is difficult to explain,for now,_（10）_,as the team suggests,it draws us to similar environments but there is more_（11）_it.There could be many mechanisms working together that_（12）_us in choosing genetically similar friends_（13）_”functional Kinship”of being friends with_（14）_!One of the remarkable findings of the study was the similar genes seem to be evolution_（15）_than other genes Studying this could help_（16）_why human evolution picked pace in the last 30,000 years,with social environment being a major_（17）_factor.The findings do not simply explain people’s_（18）_to befriend those of similar_（19）_backgrounds,say the researchers.Though all the subjects were drawn from a population of European extraction,care was taken to_（20）_that all subjects,friends and strangers,were taken from the same population.
2选？
  • A.defended
  • B.concluded
  • C.withdrawn
  • D.advised
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1 单选题 1分
In the following text,some sentences have been removed.For Questions 41-45,choose the most suitable one from the fist A-G to fit into each of the numbered blanks.Mark your answers on ANSWER SHEET.（10 points）How does your reading proceed?Clearly you try to comprehend,in the sense of identifying meanings for individual words and working out relationships between them,drawing on your explicit knowledge of English grammar（1）______you begin to infer a context for the text,for instance,by making decisions about what kind of speech event is involved:who is making the utterance,to whom,when and where.The ways of reading indicated here are without doubt kinds of of comprehension.But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving.You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues（2）_______Conceived in this way,comprehension will not follow exactly the same track for each reader.What is in question is not the retrieval of an absolute,fixed or“true”meaning that can be read off and clocked for accuracy,or some timeless relation of the text to the world.（3）_______Such background material inevitably reflects who we are,（4）_______This doesn’t,however,make interpretation merely relative or even pointless.Precisely because readers from different historical periods,places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it.（5）_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit（often unacknowledged）agenda to any act of reading.It doesn’t then necessarily follow that one kind of reading is fuller,more advanced or more worthwhile than another.Ideally,different kinds of reading inform each other,and act as useful reference points for and counterbalances to one another.Together,they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
[A]Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?Reading it simply for pleasure?Skimming it for information?Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B]Factors such as the place and period in which we are reading,our gender ethnicity,age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C]If you are unfamiliar with words or idioms,you guess at their meaning,using clues presented in the context.On the assumption that they will become relevant later,you make a mental note of discourse entities as well as possible links between them.
[D]In effect,you try to reconstruct the likely meanings or effects that any given sentence,image or reference might have had:These might be the ones the author intended.
[E]You make further inferences,for instance,about how the text may be significant to you,or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays,novels and narrative poems,characters speak as constructs created by the author,not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather,we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material:between kinds of organizations or patterning we perceive in a text’s formal structures（so especially its language structures）and various kinds of background,social knowledge,belief and attitude that we bring to the text.
（1）选？
  • A.A
  • B.B
  • C.C
  • D.D
  • E.E
  • F.F
  • G.G
2 单选题 1分
In the following text,some sentences have been removed.For Questions 41-45,choose the most suitable one from the fist A-G to fit into each of the numbered blanks.Mark your answers on ANSWER SHEET.（10 points）How does your reading proceed?Clearly you try to comprehend,in the sense of identifying meanings for individual words and working out relationships between them,drawing on your explicit knowledge of English grammar（1）______you begin to infer a context for the text,for instance,by making decisions about what kind of speech event is involved:who is making the utterance,to whom,when and where.The ways of reading indicated here are without doubt kinds of of comprehension.But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving.You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues（2）_______Conceived in this way,comprehension will not follow exactly the same track for each reader.What is in question is not the retrieval of an absolute,fixed or“true”meaning that can be read off and clocked for accuracy,or some timeless relation of the text to the world.（3）_______Such background material inevitably reflects who we are,（4）_______This doesn’t,however,make interpretation merely relative or even pointless.Precisely because readers from different historical periods,places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it.（5）_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit（often unacknowledged）agenda to any act of reading.It doesn’t then necessarily follow that one kind of reading is fuller,more advanced or more worthwhile than another.Ideally,different kinds of reading inform each other,and act as useful reference points for and counterbalances to one another.Together,they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
[A]Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?Reading it simply for pleasure?Skimming it for information?Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B]Factors such as the place and period in which we are reading,our gender ethnicity,age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C]If you are unfamiliar with words or idioms,you guess at their meaning,using clues presented in the context.On the assumption that they will become relevant later,you make a mental note of discourse entities as well as possible links between them.
[D]In effect,you try to reconstruct the likely meanings or effects that any given sentence,image or reference might have had:These might be the ones the author intended.
[E]You make further inferences,for instance,about how the text may be significant to you,or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays,novels and narrative poems,characters speak as constructs created by the author,not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather,we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material:between kinds of organizations or patterning we perceive in a text’s formal structures（so especially its language structures）and various kinds of background,social knowledge,belief and attitude that we bring to the text.
（2）选？
  • A.A
  • B.B
  • C.C
  • D.D
  • E.E
  • F.F
  • G.G
3 单选题 1分
In the following text,some sentences have been removed.For Questions 41-45,choose the most suitable one from the fist A-G to fit into each of the numbered blanks.Mark your answers on ANSWER SHEET.（10 points）How does your reading proceed?Clearly you try to comprehend,in the sense of identifying meanings for individual words and working out relationships between them,drawing on your explicit knowledge of English grammar（1）______you begin to infer a context for the text,for instance,by making decisions about what kind of speech event is involved:who is making the utterance,to whom,when and where.The ways of reading indicated here are without doubt kinds of of comprehension.But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving.You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues（2）_______Conceived in this way,comprehension will not follow exactly the same track for each reader.What is in question is not the retrieval of an absolute,fixed or“true”meaning that can be read off and clocked for accuracy,or some timeless relation of the text to the world.（3）_______Such background material inevitably reflects who we are,（4）_______This doesn’t,however,make interpretation merely relative or even pointless.Precisely because readers from different historical periods,places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it.（5）_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit（often unacknowledged）agenda to any act of reading.It doesn’t then necessarily follow that one kind of reading is fuller,more advanced or more worthwhile than another.Ideally,different kinds of reading inform each other,and act as useful reference points for and counterbalances to one another.Together,they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
[A]Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?Reading it simply for pleasure?Skimming it for information?Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B]Factors such as the place and period in which we are reading,our gender ethnicity,age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C]If you are unfamiliar with words or idioms,you guess at their meaning,using clues presented in the context.On the assumption that they will become relevant later,you make a mental note of discourse entities as well as possible links between them.
[D]In effect,you try to reconstruct the likely meanings or effects that any given sentence,image or reference might have had:These might be the ones the author intended.
[E]You make further inferences,for instance,about how the text may be significant to you,or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays,novels and narrative poems,characters speak as constructs created by the author,not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather,we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material:between kinds of organizations or patterning we perceive in a text’s formal structures（so especially its language structures）and various kinds of background,social knowledge,belief and attitude that we bring to the text.
（3）选？
  • A.A
  • B.B
  • C.C
  • D.D
  • E.E
  • F.F
  • G.G
4 单选题 1分
In the following text,some sentences have been removed.For Questions 41-45,choose the most suitable one from the fist A-G to fit into each of the numbered blanks.Mark your answers on ANSWER SHEET.（10 points）How does your reading proceed?Clearly you try to comprehend,in the sense of identifying meanings for individual words and working out relationships between them,drawing on your explicit knowledge of English grammar（1）______you begin to infer a context for the text,for instance,by making decisions about what kind of speech event is involved:who is making the utterance,to whom,when and where.The ways of reading indicated here are without doubt kinds of of comprehension.But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving.You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues（2）_______Conceived in this way,comprehension will not follow exactly the same track for each reader.What is in question is not the retrieval of an absolute,fixed or“true”meaning that can be read off and clocked for accuracy,or some timeless relation of the text to the world.（3）_______Such background material inevitably reflects who we are,（4）_______This doesn’t,however,make interpretation merely relative or even pointless.Precisely because readers from different historical periods,places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it.（5）_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit（often unacknowledged）agenda to any act of reading.It doesn’t then necessarily follow that one kind of reading is fuller,more advanced or more worthwhile than another.Ideally,different kinds of reading inform each other,and act as useful reference points for and counterbalances to one another.Together,they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
[A]Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?Reading it simply for pleasure?Skimming it for information?Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B]Factors such as the place and period in which we are reading,our gender ethnicity,age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C]If you are unfamiliar with words or idioms,you guess at their meaning,using clues presented in the context.On the assumption that they will become relevant later,you make a mental note of discourse entities as well as possible links between them.
[D]In effect,you try to reconstruct the likely meanings or effects that any given sentence,image or reference might have had:These might be the ones the author intended.
[E]You make further inferences,for instance,about how the text may be significant to you,or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays,novels and narrative poems,characters speak as constructs created by the author,not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather,we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material:between kinds of organizations or patterning we perceive in a text’s formal structures（so especially its language structures）and various kinds of background,social knowledge,belief and attitude that we bring to the text.
（4）选？
  • A.A
  • B.B
  • C.C
  • D.D
  • E.E
  • F.F
  • G.G
5 单选题 1分
In the following text,some sentences have been removed.For Questions 41-45,choose the most suitable one from the fist A-G to fit into each of the numbered blanks.Mark your answers on ANSWER SHEET.（10 points）How does your reading proceed?Clearly you try to comprehend,in the sense of identifying meanings for individual words and working out relationships between them,drawing on your explicit knowledge of English grammar（1）______you begin to infer a context for the text,for instance,by making decisions about what kind of speech event is involved:who is making the utterance,to whom,when and where.The ways of reading indicated here are without doubt kinds of of comprehension.But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving.You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues（2）_______Conceived in this way,comprehension will not follow exactly the same track for each reader.What is in question is not the retrieval of an absolute,fixed or“true”meaning that can be read off and clocked for accuracy,or some timeless relation of the text to the world.（3）_______Such background material inevitably reflects who we are,（4）_______This doesn’t,however,make interpretation merely relative or even pointless.Precisely because readers from different historical periods,places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.How we read a given text also depends to some extent on our particular interest in reading it.（5）_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit（often unacknowledged）agenda to any act of reading.It doesn’t then necessarily follow that one kind of reading is fuller,more advanced or more worthwhile than another.Ideally,different kinds of reading inform each other,and act as useful reference points for and counterbalances to one another.Together,they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
[A]Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?Reading it simply for pleasure?Skimming it for information?Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B]Factors such as the place and period in which we are reading,our gender ethnicity,age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C]If you are unfamiliar with words or idioms,you guess at their meaning,using clues presented in the context.On the assumption that they will become relevant later,you make a mental note of discourse entities as well as possible links between them.
[D]In effect,you try to reconstruct the likely meanings or effects that any given sentence,image or reference might have had:These might be the ones the author intended.
[E]You make further inferences,for instance,about how the text may be significant to you,or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays,novels and narrative poems,characters speak as constructs created by the author,not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather,we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material:between kinds of organizations or patterning we perceive in a text’s formal structures（so especially its language structures）and various kinds of background,social knowledge,belief and attitude that we bring to the text.
（5）选？
  • A.A
  • B.B
  • C.C
  • D.D
  • E.E
  • F.F
  • G.G
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