【考研类试卷】MBA联考英语-44及答案解析.doc

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1、MBA 联考英语-44 及答案解析(总分：95.00，做题时间：90 分钟)一、BSection Vocab(总题数：20，分数：10.00)1.If _ and lodging are included in educational fees, a university student in the U.S. will need approximately $10,000 a year. A. meal B. board C. food D. provisions（分数：0.50）A.B.C.D.2.He was proud of being chosen to participate in

2、 the game and he _ us that he would try as hard as possible. A. insured B. guaranteed C. assumed D. assured（分数：0.50）A.B.C.D.3.I dont think youll change his mind; once hes decided on something he tends to _ it. A. stick to B. abide by C. comply with D. keep on（分数：0.50）A.B.C.D.4.The work was almost co

3、mplete when we received the order to _ no further with it. A. progress B. proceed C. prompt D. promote（分数：0.50）A.B.C.D.5.Most people cant _ the day without at least one cup of tea or coffee. A. get through B. get on C. get at D. get by（分数：0.50）A.B.C.D.6.The newly built factory is in urgent need of a

4、 number of skilled and _ workers. A. consistent B. conscious C. confidential D. conscientious（分数：0.50）A.B.C.D.7.Consciously or not, ordinary citizens and government bureaucrats still _ the notion that Japanese society is a unique culture. A. fit in with B. look down on C. cling to D. hold back（分数：0.

5、50）A.B.C.D.8.Our corporations obligation under this _ is limited to repair or replacement. A. warranty B. license C. market D. necessity（分数：0.50）A.B.C.D.9.The Export-Import Bank extends long-term _ at favorable rate to foreign buyers, thus financing the purchase of U.S. goods and services. A. mortga

6、ges B. securities C. insurances D. loans（分数：0.50）A.B.C.D.10.My boss has failed me so many times that I no longer place any _ on what he promises. A. assurance B. probability C. reliance D. conformity（分数：0.50）A.B.C.D.11.According to the weather forecast, which is usually _, it will snow this afternoo

7、n. A. accurate B. precise C. exact D. perfect（分数：0.50）A.B.C.D.12.The police searched the building _ but failed to find out where the bomb was. A. throughout B. fully C. altogether D. thoroughly（分数：0.50）A.B.C.D.13.They decided to leave a big _ to the waiter because the food and service had been excel

8、lent. A. fee B. tip C. prize D. reward（分数：0.50）A.B.C.D.14.Picasso was an artist who fundamentally changed the _ of art for later generations. A. philosophy B. concept C. viewpoint D. theme（分数：0.50）A.B.C.D.15.It is believed that the government gets a (an) _ from taxes and the profits from state-run b

9、usiness. A. income B. interest C. revenue D. premium（分数：0.50）A.B.C.D.16.Trouble was expected at the football match, so the police had to be there _. A. in plenty B. in full C. in number D. in force（分数：0.50）A.B.C.D.17.Crime is increasing worldwide, and there is every reason to believe the _ will cont

10、inue into the next decade. A. emergency B. trend C. pace D. schedule（分数：0.50）A.B.C.D.18.The shop assistant was dismissed as she was _ of cheating customers. A. accused B. charged C. scolded D. blamed（分数：0.50）A.B.C.D.19.Williams had not been there during the _ moments when the kidnapping had taken pl

11、ace. A. superior B. rigorous C. vital D. unique（分数：0.50）A.B.C.D.20.This advertising company managed to obtain the _ right to do the advertisements for a famous joint company in Beijing. A. exclusive B. excluding C. extra D. extraordinary（分数：0.50）A.B.C.D.二、BSection Cloze(总题数：1，分数：10.00)One of the mos

12、t eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two behavior segments in some novel way, never actually performed before, so as to reach a goal. Two followers of Clark Hull, Howard and Tracey Kendler, U U 1 /U /Ua test for children that w

13、as explicitly based on Clark Hulls principles. The children were given the U U 2 /U /Uof learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage U U 3 /U /U. The children were trained on each stage U U 4 /U /U. The stages consisted merely of pressing

14、the correct one of two buttons to get a marble; and of U U 5 /U /Uthe marble into a small hole to release the toy.The Kendlers found that the children could learn the separate bits readily enough. U U 6 /U /Uthe task of getting a marble by pressing the button they could get the marble; given the tas

15、k of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) U U 7 /U /Uthey did not for the most part integrate, to use the Kendlers terminology. They did not press the button to get the marble and then U U 8 /U /Uwithout further help to

16、 use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive U U 9 /U /U.The mystery at first appears to deepen when we learn, from U U 10 /U /Upsychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers task

17、either. But it lessens, U U 11 /U /Uwhen we learn that a task was devised which was U U 12 /U /Uto the Kendlers one but much easier for the African males to handle.U U 13 /U /Uthe button-pressing machine, Cole used a locked box and two U U 14 /U /U colored match-boxes, one of which contained a key t

18、hat would open the box. Notice that there are still two U U 15 /U /Usegments-“open the right matchbox to get the key“ and “use the key to open the box“-so the task seems formally to be U U 16 /U /U But psychologically it is quite different. Now the subject is dealing not with a strange machine but w

19、ith familiar meaningful objects; and it is clear to him what he is meant to do. It then U U 17 /U /Uthat the difficulty of integration is greatly reduced.Recent work by Simon Hewson is of great interest here for it shows that, for young children, U U 18 /U /U, the difficulty lies not in the U U 19 /

20、U /Uprocesses which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem U U 20 /U /Ucollege students did in the Kendlers

21、 own experiments.（分数：10.00）(1). A. devised B. made C. did D. produced（分数：0.50）A.B.C.D.(2). A. work B. duty C. task D. obligation（分数：0.50）A.B.C.D.(3). A. consequence B. sequence C. result D. order（分数：0.50）A.B.C.D.(4). A. exclusively B. completely C. fully D. separately（分数：0.50）A.B.C.D.(5). A. inferri

22、ng B. importing C. inserting D. imagining（分数：0.50）A.B.C.D.(6). A. Given B. Appointed C. Furnished D. Distributed（分数：0.50）A.B.C.D.(7). A. Moreover B. But C. Thus D. Then（分数：0.50）A.B.C.D.(8). A. prolong B. propose C. process D. proceed（分数：0.50）A.B.C.D.(9). A. reassuming B. discussing C. reasoning D. d

23、emonstrating（分数：0.50）A.B.C.D.(10). A. another B. different C. additional D. else（分数：0.50）A.B.C.D.(11). A. whats more B. in the second place C. in addition D. on the other hand（分数：0.50）A.B.C.D.(12). A. like B. similar C. diverse D. familiar（分数：0.50）A.B.C.D.(13). A. Apart from B. Thanks to C. Instead

24、of D. Except for（分数：0.50）A.B.C.D.(14). A. correctly B. equally C. intendedly D. differently（分数：0.50）A.B.C.D.(15). A. manner B. behavior C. deed D. activity（分数：0.50）A.B.C.D.(16). A. the same B. the identical C. the duplicate D. the alike（分数：0.50）A.B.C.D.(17). A. turns on B. turns over C. turns out D.

25、 turns up（分数：0.50）A.B.C.D.(18). A. either B. also C. likewise D. too（分数：0.50）A.B.C.D.(19). A. infectious B. inferential C. innovative D. indignant（分数：0.50）A.B.C.D.(20). A. as much as B. as soon as C. as well as D. as quickly as（分数：0.50）A.B.C.D.三、BSection Readi(总题数：0，分数：0.00)四、BPassage One/B(总题数：1，分数

26、：10.00)Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by

27、 all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the R

28、enaissance.The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one

29、 of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that rev

30、elation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher

31、. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but al

32、so because the theologian used philosophy to understand and explain revelation.This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroes. His theory assumed that truth was accessible to both philosophy and Isla

33、mic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroes maintained that philosophic truth could even contradict, at least

34、 verbally, the teachings of Islamic theology.As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, d

35、id not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.（分数：10.00）(1).Wi

36、th the Scholastics, the search for new knowledge _. A. stopped completely B. slowed down C. advanced rapidly D. awaked gradually（分数：2.00）A.B.C.D.(2).Which of the following best illustrates the relation between reason and revelation? A. They are simply identical. B. Revelation guides reason. C. They

37、are occasionally contradictory. D. Reason is used to perfect revelation.（分数：2.00）A.B.C.D.(3).It can be inferred from Paragraph 2 that _. A. the position of philosophy as a humble servant was accepted B. religion had turned into a hamper to the functioning of philosophy C. philosophers often quoted r

38、evelation to support themselves D. philosophers were sometimes referred to in religious practice（分数：2.00）A.B.C.D.(4).According to the passage, Averroes held that _. A. Islamic theology was often subordinate to philosophy B. religious truth was nothing but imaginative fantasy C. real truth was inacce

39、ssible to many common people D. imperfect expressions were result of flawed religion（分数：2.00）A.B.C.D.(5).Which of the following is most likely to be discussed in the part succeeding the passage? A. Relations of St. T. Aquinas achievements to previous efforts. B. How St. T. Aquinas worked out in the

40、balance in discussion. C. Other endeavors on the relationship of reason and revelation. D. Outstanding features of the mature period of Scholasticism.（分数：2.00）A.B.C.D.五、BPassage Two/B(总题数：1，分数：10.00)The key position and role of women in the process of development is increasingly being recognized. Al

41、though the three great World Conferences of Women were more concerned with recognizing and compiling approaches to emancipation we can currently confirm a general sharpening of awareness. It has become clear that the Third World cultures, in earlier times strongly matriarchal, have been weakened in

42、this respect by the methods of colonial education which are almost exclusively directed towards the male. Of the many criticisms of this situation let one voice be heard: “Development education groups and programs are very much male dominated and lack womans perspective“. So, too, the hopes placed i

43、n vocational training-“vocationalization-as an aid to equality have been disappointed since this in its turn was to large extent focused on the male.In these circumstances we should not be surprised that until now women have participated least in the educational processes which have been introduced.

44、 Only 20% attend primary school and the percentage of those who leave early is highest among girls. Because of the lack of basic training only around 10% take part in Adult Education programs. Hence it is vitally important to secure a turning point by increasing the awareness of the need for educati

45、on.The International Conference at Jomtien in 1990 provided the solution to this: “A more educated mother raises a healthier family. She has fewer and better educated children. She is more productive at home and in the workplace and is better able to get further education.“ Many problems in school a

46、re consequences of incorrect or improperly balanced nutrition combined with .inadequate hygiene. Together these factors can lead to failure to keep pace in school.Hence even primary education for girls should be directed towards the basic needs and necessities and provide answers which are as simple

47、 as possible. In rural districts such answers will be different from those given in urban areas. The education of girls and women must to a large degree be an education for the life they will lead, tailored to a womans position. In saying this we are in fact demanding that the education of women, like all educational work in the Third World, should be an integrated pa