SAT模拟考试试题2(含答案).pdf

SAT Practice Test#2IMPORTANT REMINDERS：t tA No.2 pencil is requiredfor the test.Do not use amechanical pencil or pen.Sharing any questionswithanyonelsa violationof the SAT ProgramsTest Security andFairness policies andmay result in your scoresbeing canceled.Requests to cancelscores must be receivedin writing by theWednesday followingthe test date.(This cover is representative of what youll see on test day.)THISTESTBOOKMUSTNOTBETAKENFROMTHE ROOM.UNAUTHORIZEDREPRODUCTION OR USEOFANY PARTOFTHISTEST BOOK IS PROHIBITED.2015 The College Board.College Board,SAT,and the acorn logo are registered trademarks of the College Board.Test begins on the next page.Reading Test65 MINUTES,52 QUESTIONSTurn to Section 1 of your answer sheet to answer the questions in this section.DIRECTIONSEach passage or pair of passages below is followed by a number of questions.After readingeach passage or pair,choose the best answer to each question based on what is stated orimplied in the passage or passages and in any accompanying graphics(such as a table orgraph).Questions 1-10 are based on the followingpassage.The following passage is an excerpt from the autobiographyNarrative of the Life of Frederick Douglass.First publishedin 1845,the passage discusses a young Douglasss earlyconsiderations on slavery.I was now about twelve years old,and the thoughtof being a slave for life began to bear heavily uponmy heart.Just about this time,I got hold of a bookline entitled“The Columbian Orator.Every opportunity5 I got,I used to read this book.Among much of otherinteresting matter,I found in it a dialogue betweena master andhis slave.The slave was represented ashaving run away from his master three times.Thedialogue represented the conversation which took placeio between them,when the slave was retaken the thirdtime.In this dialogue,the whole argument in behalf ofslavery wasbrought forward by the master,all of whichwas disposed ofby the slave.The slave was made to saysome very smart as well as impressive things in reply15 to his masterthings which had the desired thoughunexpected effect;for the conversation resulted in thevoluntary emancipation ofthe slave on the part of themaster.In the same book,I met with one of Sheridans20 mighty speeches on and in behalf of Catholicemancipation.These were choice documents to me.Iread them over and over again with unabated interest.They gave tongue to interesting thoughts ofmy ownsoul,which had frequently flashed through my mind,25 and died away for wantofutterance.The moral whichI gained from the dialogue was the power of truthover the conscience of even a slaveholder.What I gotfrom Sheridan was a bold denunciation of slavery,anda powerful vindication ofhuman rights.The reading30 of these documents enabled me to utter my thoughtsand to meet the arguments brought forward to sustainslavery;but while they relieved me of one difficulty,they brought on another even more painful than theone of which I was relieved.35 The more I read,the more I was led to abhor anddetest my enslavers.I could regard them in no otherlight than a band of successful robbers,who had lefttheir homes,and gone to Africa,and stolen us fromour homes,and in a strange land reduced us to slavery.40 I loathed them as being the meanest as well as themost wicked ofmen.As I read and contemplated thesubject,behold!that very discontentment which MasterHugh had predicted would follow my learning to readhad already come,to torment and sting my sou 1 to45 unutterable anguish.As I writhed under it,I would attimes feel that learning to read had been a curse ratherthan a blessing.It had given me a view of my wretchedcondition,without theremedy.lt opened my eyes to thehorrible pit,but to no ladder upon which to get out.Inso moments of agony,I envied my fellow-slaves for theirstupidity.I have often wished myself a beast.I preferredthe condition ofthe meanest reptile to my own.Anything,no matter what,to get rid of thinking!It was this everlasting thinking of my condition55 that tormented me.There was no getting rid of it.Itwas pressed upon me by every object within sight orhearing,animate or inanimate.The silver trump offreedom had roused my soul to eternal wakefulness.Freedom now appeared,to disappear no more forever.60 It was heard in every sound,and seen in every thing.Unauthorized copying or reuse of any part of this page is illegal.CONTINUEIt was ever present to torment me with a sense of mywretched condition.!saw nothing without seeing it,I heard nothing without hearing it,and felt nothingwithout feeling it.It looked from every star,it smiled65 in every calm,breathed in every wind,and moved inevery storm.The passage can be best summarized asA)a boy trying to escape after finally realizing hisidentity as a slave.B)a boy lamenting his hopeless situation because hiscondition is worse than that of other slaves.C)a boy discovering the realities ofhis condition aswell as his yearning for freedom.D)a boy searching for wisdom and comfort in books.The narrator recollects his reading of/zThe ColumbianOrator in the first paragraph primarily in order toA)discuss the dialogue between a master and hisslave.B)support his belief that slavery is opposed to humanrights.C)illustrate the slaves persistence in running away.D)explain how Sheridans speeches are concernedwith slavery.Which choice provides the best evidence for the answerto the previous question?A)Lines 5-7(/z Among much.and his slave)B)Lines 7-11(The slave was.the third time)C)Lines 19-21(zzIn the same.documents to me,/)D)Lines 25-29(The moral which.of human rights)Unauthorized copying or reuse of any part of this page is illegal.CONTINUEThroughout the course of the passage,the narratorsperspective changes fromA)fierce condemnation to painful self-loathing.B)liberating realization to helpless anger.C)confident interest to increased sadness.D)sudden surprise to heated repulsion.Which choice provides the best evidence for the answerto the previous question?A)Lines 36-39(Z ZI could regard.us to slavery)B)Lines 41-45(As I read.unutterable anguish)C)Lines45-47(/z As I writhed.than a blessing)D)Lines 47-48(Ithad given.without the remedy)5In line 16 unexpected most nearly meansA)surprising.B)abrupt.C)unintended.D)abnormal.The narrator refers to Sheridans speeches as“choicedocuments in line 21 primarily in order toA)show his decision-making abilities in choosingarticles that discussslavery.B)explain why he referenced these speeches tosupport his argument.C)demonstrate the speeches impact on his awarenessof slavery.D)suggest that the speeches were specifically chosenfor the topic athand.7In lines 33-34,the other,more painful difficulty refers toA)the narrators secret of learning to read against hismasters will.B)the narratof s discovery of how the slavemasterscaptured the slaves from Africa.C)the narratof s realization that there is not a readysolution for ending slavery.D)thenarratorssenseof isolation because hecouldnot discuss his pain with other slaves.In the third paragraph,the narrator makes a contrastbetweenA)slaves and their enslavers.B)himself and other slaves.C)himself and his master.D)slaves and reptiles.The narrators circumstances in the passage is mostanalogous toA)an employee who discovers that his companysemployees have been exploited,yet they have noway to seek justice.B)a girl who finds out that her best friend hasbeen spreading vicious rumors about her whilepretending to be her friend.C)an endangered animal which has been forcefullycaptured by humans and cannotescape back to thewild.D)a foreign child who is not allowed to attend schoolin a new country due to racial discrimination.Unauthorized copying or reuse of any part of this page is illegal.CONTINUEQuestions 11-20 are based on the followingpassage.The passage below is adapted from the essay Does Foreign AidPromote Democracy?,originally published for the World Bank inJuly 2003 by Stephen Knack.Many foreign aid donors include the promotionofdemocratic government as a major goal of theiraid programs.The U.S.Agency for InternationalUne Development(USAID)alone spends more than$7005 million annually on democracy-related programs,including elections support,the strengthening ofparliaments,judiciaries and political parties,andfostering the growth and power of“civil societyorganizations such as labor unions and womens andio human rights groups.Although technical assistancespecifically targeted at democracy promotion is a smallfraction of all aid,the U.S.and other donors oftencondition grants or loans intended for general budgetsupport on performance in the areas of civil liberties,15 the conduct of elections,and respect for the rule oflaw.In 1975z section 116 was added to the ForeignAssistance Act,conditioning U.S.aid on respect forhuman rights and civil liberties.Even when awarded for other purposes,aid can20 promote democracy indirectly by“modernizing”societies.Literacy and increased incomes are keyaspects of modernization often believed to increasethe demand for democratic government.Much aid ofcourse is intended to improve economic growth,and25 many aid programs are targeted at improving literacyand access toeducation.If technical assistance and/or conditionality iseffective in promoting democratic governance-eitherdirectly or through increasing education and income30 levels-then higher levelsof foreign aid receiptsshouldbe associated with increases in democracy.In fact,LJSAIDisnothesitant about claiming credit for thespread ofdemocracy,as one of many examples ofwhat the one half of one percent of the federal budget35 dedicated to economic and humanitarian assistance hasachieved”:There were 58 democratic nations in 1980.By1995,this number had jumped to 115 nations.USAIDprovided democracy and governance assistance to 36 of40 the 57 nations that successfully made the transition todemocratic government during this period.Obviously the fact that many aid recipients havebecome more democratic does not by itself implycause and effect.Examples of successful programs in45 particular countries may convincingly demonstratethat some types of aid can sometimes be beneficial,but tell usnothingabout the overall effectiveness ofaid in promoting democracy.Many scholars and aidpractitioners have even argued that foreign aid can50 undermine democratic government.Friedman hasargued that foreign aid is inimical to civil liberties anddemocracy.Because most aid goes to governments,ittends“to strengthen the role of the government sectorin general economic activity relative to the private55 sector.Democracy and freedom,Friedman and othershave argued,are less likely to emerge and to survivewhere most economic activity is organized by thepublic sector.Other scholars have argued that aid potentially60 weakens governmental accountability,by retardingdevelopment of a healthy“civil society underpinningdemocracy and the rule of law.The evolution ofdemocracy and the rule of law in the West wascritically related to monarchs,needs for tax revenues,65 particularly for fighting wars.Elites who providedmonarchs with most of their tax revenues in turndemanded accountability from government.England isthe prototypical example,with the Glorious Revolutionbeing the most prominent event in the process of70 increasing accountability ofmonarchs to elites,followedeventually by gradual extension of the suffrage.Foreignaid may short-circuit these processes in developingcountries,by reducing governments dependence onits citizenry for tax revenues.With high levels ofaid,75 recipient governments are accountable primarily toforeign donors rather than to taxpayers:those withthe loudest single voice on revenue and expendituredecisions areinternational lending agencies”.High aid levels may also reinforce executive80 dominance in new democracies,as donors often fundprojects outside of the budget,precluding any reviewby parliament.The recent report of the congressionally-appointed International Financial Institution AdvisoryCommission(2000)noted:85 The use of IMF resources and conditionality tocontrol the economies of developing nations oftenundermines the sovereignty and democratic processesof member governments receiving assistance.IMF staffoften admit(zoith pride)that the executive branch ofUnauthorized copying or reuse of any part of this page is illegal.6CONTINUE90 borrowing nations likes to use IMF conditions to exactconcessionsfrom their legislatures.While this mechanismmay sometimes work to achieve desirable reforms,it oftendoes so by shifting the balance ofpower within court triesin zvays that distort the constitutionally established95 system ofchecks and balances.kigure 2Aid and Growth in Africa(Kkyear moving averages)一cu芋uJJU.Hrr t1.00%0.50%0.00%-0.50%1.50%5.(M)%,i f *一 刎”一 -，“-然 拒 其 懿 然 事 w 肄 居I 8 11-aid ns percentage of GDP-per capita growth2.00%G-.ow-hperap=Graph depicting Aid aspercentageofGDPversusGrowth percapita in Africa.Courtesyof the Washington Post.Unauthorized copying or reuse of any part of this page is illegal.7CONTINUEWhich of the following best describes the central claimof the passage?A)Foreign aid has successfully modernized countries,but has not made them more democratic.B)Foreign aid does not always aid in thedemocratization of recipient governments.C)Civil society is oftentimes destroyed by foreignaid,so foreign aid should not be used to promotedemocracy.D)Foreign aid promotes the growth of democracyby making recipient governments accountable todonor countries instead of taxpayers.The author includes the words“civil societyorganizations”(lines 8-9)in quotes primarily toA)emphasize the important role that civil societyorganizations play in foreign aid programs.B)advocate the relationship between foreign aid andcivil society organizations.C)highlight the irony that foreign aid does notnecessarily strengthen civil society organizations.D)demonstrate that civil society organizationssupport the growth ofabroad range ofinstitutions.Which choice provides the best evidence to the answerto the previous question?A)Lines 3-10(The U.S.Agency for.human rightsgroups).B)Lines 23-26(Much aid of course.access toeducation).C)Lines 55-58(zzDemocracyand freedom.the publicsector).D)Lines 59-62(/zOther scholars have.the rule oflaw).The author develops his argument throughout thepassage byA)introducing the problems of a system andsuggesting some solutions.B)explaining a universal idea and arguing for itsinvalidity.C)examining a political theory objectively.D)presenting a hypothesis and later casting doubt onit.As used in line 51,“inimical most nearly meansA)harmful.B)intolerant.C)dismissive.D)uncorrelated.Which choice best describes the main idea of the sixthparagraph?A)A general overview of the history of democracy inEngland.B)The Glorious Revolu tion was critical to the successof Englands democracy.C)Historical evidence demonstrates that aid candampen a governments dependence on its citizens.D)It is difficult for most countries to achieve the samelevel ofdemocraticsuccess as that of England.EQThe last p