【考研类试卷】考研英语-201及答案解析.doc

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1、考研英语-201 及答案解析(总分：100.00，做题时间：90 分钟)一、BSection Use o(总题数：1，分数：10.00)BDirections:/BRead the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. Reading and writing have long been thought of as complementary skills: to read is to recognize and inter

2、pret language that has been written; to write is to plan and produce languageU (1) /Uit can be read. It is therefore widelyU (2) /Uthat being able to read implies being able to writer, at least, being able to spell. Often, children are taught to read butU (3) /Uno formal tuition in spelling; it is f

3、elt that spelling will be“U (4) /Uup“. The attitude has itsU (5) /Uin the methods of 200 years ago, when teachers carefully taught spelling, and assumed that reading wouldU (6) /Uautomatically. Recent research into spelling errors and “slips of the pen“ has begun to show that matters areU (7) /Uso s

4、imple. There is no necessary link between reading and writing: good readers do not alwaysU (8) /Ugood writers. Nor is there any necessary link between reading and spelling: there are many people who have noU (9) /Uin reading, but who have a major persistentU (10) /Uin spellingsome researchers have e

5、stimated that this may be asU (11) /Uas 2% of the population. With children, too, there isU (12) /Uthat knowledge of reading does not automaticallyU (16) /Uto spelling. If thereU (14) /Ua close relationship, children should be able to read and spell theU (15) /Uwords: but this is not so. It isU (16)

6、 /Uto find children who can readU (17) /Ubetter than they can spell. More surprisingly, theU (18) /Uhappens with some children in the early stages of reading. One studyU (19) /U. children the same list of words to read and spell: severalU (20) /Uspelled more words correctly than they were able to re

7、ad correctly.（分数：10.00）A.in orderB.forC.thatD.so thatA.assumedB.guessedC.recognizedD.implementedA.withB.hadC.givenD.obtainedA.pickedB.gatheredC.foundD.putA.encounterB.counterpartC.causeD.standardA.realizeB.reachC.acquireD.followA.notB.reallyC.exactlyD.preciselyA.achieveB.answer forC.matchD.makeA.fun

8、B.difficultyC.interestD.talentA.mistakeB.handicapC.incompetenceD.fractureA.muchB.manyC.greatD.farA.assumptionB.reasonC.evidenceD.referA.transformB.translateC.referD.transferA.wereB.existsC.isD.cameA.sameB.otherC.severalD.correctA.oftenB.frequentC.popularD.commonplaceA.veryB.farC.noD.anyA.adverseB.co

9、unterpointC.reverseD.insufficiencyA.requiredB.toldC.gaveD.demandedA.actuallyB.likelyC.sidewaysD.slyly二、BSection Readi(总题数：4，分数：40.00)BPart A/BBDirections:/BRead the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers ma ANSWER SHEET 1. BText 1/BIt i

10、s evident that there is a close connection between the capacity to use language and the capacities covered by the verb“ to think“. Indeed, me writers have identified thinking with using words: Plato coined the saying, “In thinking the soul is talking to itself“; J.B. Watson reduced thinking to inhib

11、ited speech located in the minute movements or tensions of the physiological mechanisms involved in speaking; and although Ryle is careful to point out that there are many senses in which a person is said to think in which words are not in evidence, he has also said that saying something in a specif

12、ic frame of mind is thinking a thought.Is thinking reducible to, or dependent upon, language habits? It would seem that many thinking situations are hardly distinguishable from the skilful use of language, although there are some others in which language is not involved. Thought cannot be simply ide

13、ntified with running language. It may be the case, of course, that the non-linguistic skills involved in thought can only be acquired and developed if the learner is able to use and understand language. However, this question is one which we cannot hope to answer in this book. Obviously being able t

14、o use language makes for a considerable development in all ones capacities but how precisely this comes about we cannot say.At the common-sense level it appears that there is often a distinction between thought and the words we employ to communicate with other people. We often have to struggle hard

15、to find words to capture what our thinking has already grasped, and when we do find words we sometimes feel that they fail to do their job properly. Again when we report or describe our thinking to other people we do not merely report unspoken words and sentences. Such sentences do not always occur

16、in thinking, and when they do they axe merged with vague imagery and the hint of unconscious or subliminal activities going on just out of range. Thinking, as it happens, is more like struggling, striving, or searching for something than it is like talking or reading. Words do play their part but th

17、ey are rarely the only feature of thought. This observation is supported by the experiments of the Wurzburg psychologists reported in Chapter Eight who showed that intelligent adaptive responses can occur in problem solving situations without the use of either words or images of any kind; “,Set“ and

18、 “determining tendencies“ operate without the actual use of language in helping us to think purposefully and intelligently.Again the Study of speech disorders due to brain injury or disease suggest that patients can think without having adequate control over their language, some patients, for exampl

19、e, fail to find the names of objects presented to them and are unable to describe simple events which they witness; they even find it difficult to interpret long written notices. But they succeed in playing games of chess or draughts. They can use the concepts needed for chess playing or draughts pl

20、aying but are unable to use many of the concepts in ordinary language. How they manage to do this we do not know. Yet animals such as Kohlers chimpan2ees can solve problems by working out strategies such as the invention of implements or Climbing aids when such animals have not language beyond a few

21、 warning cries. Intelligent or “insightful“ behavior is not dependent in the case of monkeys on language skills: presumably human beings have various capacities for thinking situations which are likewise independent of language.（分数：10.00）(1).According to the theory of “thought“ devised by J. B. Wats

22、on, thinking is_.（分数：2.00）A.talking to the soulB.suppressed speechC.speaking nonverballyD.nonlinguistic behavior(2).Which of the following statements is true in the authors opinion?（分数：2.00）A.Ability to use language enhances ones capacities.B.Word and thought match more often than not.C.Thinking nev

23、er goes without language.D.Language and thought are generally distinguishable.(3).According to the author, when we intend to describe our thoughts_.（分数：2.00）A.we merely report internal speechB.neither words nor imagery worksC.we are overwhelmed with vague imageryD.words often fail to do their job(4)

24、.Why are patients with speech disorders able to think without having adequate control over language?（分数：2.00）A.They use different concepts.B.They do not think linguistically.C.It still remains an unsolved problem.D.Thinking is independent of language.(5).What is the main idea of the passage?（分数：2.00

25、）A.In thinking the soul is talking to itself.B.Thinking is closely related to the capacity to use language.C.Thinking is not necessarily closely related to the capacity of using language.D.Thinking and using language are two different processes.BText 2/BOf all the truths that this generation of Amer

26、icans hold self-evident, few are more deeply embedded in the national psyche than the maxim “It pays to go to collage.“ Since the Gl Bill transformed higher education in the aftermath of W. W. II, a college diploma, once a birthright of the leisured few, has become a lodestone for the upwardly mobil

27、e, as integral to the American dream as the pursuit of happiness itself. The numbers tell the story: In 1950s, 43% of high-school graduates went on to pursue some form of higher education; at the same time, only 6% of Americans were college graduates. But by 1992, almost 2 to out of 3 secondary-scho

28、ol graduates were opting for higher educationand 21% of a much larger U.S. population had college diplomas. As Prof. Herbert London of New York University told a commencement audience last June: “The college experience has gone from a rite passage to a right of passage.“However, as the class of 1993

29、 is so painfully discovering, while a college diploma remains a requisite credential for ascending the economic ladder, it no longer guarantees the good life. Rarely since the end of the Great Depression has the job outlook for college graduates appeared so bleak: of the 1.1 million students who rec

30、eived their baccalaureate degrees last spring, fewer than 20% had lined up full-time employment by commencement. Indeed, an uncertain job market has precipitated a wave of economic fear and trembling among the young. “Many of my classmates are absolutely terrified,“ says one of the fortunate few who

31、 did manage to land a permanent position. “They wonder if theyll ever find a job.“Some of this recession-induced anxiety will dissipate if a recovery finally begins to generate jobs at what economists consider a normal rate. But the sad fact is that for the foreseeable future, college graduates will

32、 be in considerable surplus, enabling employers to require a degree even for jobs for which a college education is really unnecessary. According to Kristina Shelley of the Bureau of Labor Statisticswho bases her estimate on a “moderate projection“ of current trends30 percent of college graduates ent

33、ering the labor force between now and the year 2005 will be unemployed or will find employment in jobs for which they will be overqualified, joining what economists call the “educationally underutilized“.Indeed, it may be quite a whileif everbefore those working temporarily as cocktail waitresses or

34、 taxi drivers will be able to pursue their primary career paths. Of course waiting on tables and bustling cab fares are respectable ways to earn a living. But they are not quite what so many young Americansand their parentshad in mind as the end product of four expensive years in college.（分数：10.00）(

35、1).The author tries to convince us that_.（分数：2.00）A.the purely economic rationale for college is not as compelling as it once wasB.college education paves the way for future successC.a college diploma is the prerequisite credential for better jobsD.higher education faces an unforeseeable future(2).A

36、ccording to the passage, which of the following is true?（分数：2.00）A.A college diploma used to be the privilege of the rich.B.A college diploma helps one to realize his American dream.C.College graduates can easily get permanent positions.D.College graduates are optimistic about their career in the fu

37、ture.(3).What does the sentence “the college experience has gone from a rite passage to a right of passage“ mean?（分数：2.00）A.Going to college is necessary.B.Going to college has become ordinary.C.Going to college is a civil right.D.Going to college is expensive.(4).The numbers in the first paragraph

38、are cited to show that now_.（分数：2.00）A.college graduates are surplusB.college diplomas are necessary to go upward in the societyC.college diplomas are requisite credentials for getting good jobsD.more and more young people in the U.S. go to college(5).According to the passage, what muses educational

39、ly underutilizing?（分数：2.00）A.College graduates are more than the society needs.B.The payment to blue-collar workers is much higher than that of white-collar employees.C.It is fashionable to be waitresses or taxi drivers.D.People respect those who once did physical work.BText 3/BIf sustainable compet

40、itive advantage depends on work-force skills, American firms have a problem. Human-resource management is not traditionally seen as central to the competitive survival of the firm in the United States. Skill acquisition is considered an individual responsibility. Labor is simply another factor of pr

41、oduction to be hiredrented at the lowest possible costmuch as one buys raw materials or equipment.The lack of importance attached to human-resource management can be seen in the corporate hierarchy. In an American firm the chief financial officer is almost always second in command. The post of head

42、of human resource management is usually a specialized job, off at the edge of corporate hierarchy. The executive who holds it is never consulted on major strategic decisions and has no chance to move up to Chief Executive Officer (CEO). By way of contrast, in Japan the head of human-resource managem

43、ent is centralusually the second most important executive, after the CEO, in the firms hierarchy.While American firms often talk about the vast amounts spent on training their work forces, in fact they invest less in the skills of their employees than do either Japanese or German firms. The money th

44、ey do invest is also more highly concentrated on professional and managerial employees. And the limited investments that are made in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than on the basic background skills that make it possib

45、le to absorb new technologies.As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much longer to learn how to operate new flexible manufacturing stations than workers in Germany (as they do), the effective cost of those stations is lower in

46、Germany than it is in the United States. More time is required before equipment is up and running at capacity, and the need for extensive retraining generates costs and creates bottlenecks that limit the speed with which new equipment can be employed. The result is a slower pace of technological cha

47、nge. And in the end the skills of the bottom half of the population affect the wages of the top half. If the bottom half can t effectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear.（分数：10.00）(1).Which of the followi

48、ng does not apply to the management of human resources in American companies?（分数：2.00）A.They attach more importance to workers than to equipment.B.They will spend time and money training workers.C.They see the gaining of skills as their employees own business.D.They hire people at the lowest cost re

49、gardless of their skills.(2).What isnt the position of the head of human-resource management in an American firm?（分数：2.00）A.He is one of the most important executives in the firm.B.His post is likely to appear when new technologies are introduced.C.He has no say in making important decisions in the firm.D.He is not equal to the chief fina