【考研类试卷】考研英语-950及答案解析.doc

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1、考研英语-950 及答案解析(总分：91.00，做题时间：90 分钟)一、Section Use of Eng(总题数：1，分数：10.00)Most of us are taught to pay attention to what is said-the words. Words do provide us with some information, but meanings are (1) from so many other sources that it would hinder our effectiveness (2) a partner to a relationship t

2、o rely too heavily on words (3) Words are used to describe only a small part of the many ideas we associate with any given (4) . Sometimes we can gain insight into some of those (5) if we listen for (6) words. We dont always say what we mean (7) mean what we say. Mostly we mean several things at onc

3、e. A person wanting to purchase a house says to the current owner. “This step has to be fixed before Ill buy.“ The owner says, “Its been like that for years“. (8) , the step hasnt been like that for years, but the (9) message is: “I dont want to fix it. We can put up with it why cant you?“ The (10)

4、for a more expansive view of meaning can be developed by examining a message (11) who said it, when it occurred, the (12) conditions or situation, and how it was said.When a message occurs can also (13) associated meaning. A friends unusually docile behavior may only be understood by (14) that it wa

5、s preceded by situations that required a (n) (15) amount of assertiveness.We would do well to listen for how message are (16) The words, “it sure has been nice to have you over,“ can be said with (17) and excited or ritualistically. The phrase can be said once or (18) several times. And the meaning

6、we associate with the phrase will change (19) Sometimes if we say something infrequently it assumes more importance; sometimes the more we say something the (20) importance it assumes.（分数：10.00）(1).A. omitted B. resulted C. dismissed D. derived（分数：0.50）A.B.C.D.(2).A. for B. under C. as D. against（分数

7、：0.50）A.B.C.D.(3).A. as well B. alone C. long before D. though（分数：0.50）A.B.C.D.(4).A. message B. description C. statement D. explanation（分数：0.50）A.B.C.D.(5).A. associations B. appointments C. appliances D. agitations（分数：0.50）A.B.C.D.(6).A. less than B. rather than C. more than D. other than（分数：0.50）

8、A.B.C.D.(7).A. or else B. or C. but rather D. but（分数：0.50）A.B.C.D.(8).A. Theoretically B. Ironically C. Probably D. Actually（分数：0.50）A.B.C.D.(9).A. inclined B. declared C. implied D. delivered（分数：0.50）A.B.C.D.(10).A. search B. inquiry C. worry D. confusion（分数：0.50）A.B.C.D.(11).A. in terms of B. in t

9、he light of C. in line with D. in the wake of（分数：0.50）A.B.C.D.(12).A. involved B. included C. related D. concerned（分数：0.50）A.B.C.D.(13).A. uncover B. expose C. display D. reveal（分数：0.50）A.B.C.D.(14).A. marking B. noting C. labeling D. spotting（分数：0.50）A.B.C.D.(15).A. complex B. abnormal C. moderate

10、D. ambiguous（分数：0.50）A.B.C.D.(16).A. offered B. granted C. presented D. agreed（分数：0.50）A.B.C.D.(17).A. emphasis B. hesitation C. interest D. pressure（分数：0.50）A.B.C.D.(18).A. renewed B. recovered C. repeated D. restored（分数：0.50）A.B.C.D.(19).A. unexpectedly B. occasionally C. especially D. accordingly

11、（分数：0.50）A.B.C.D.(20).A. better B. less C. worse D. more（分数：0.50）A.B.C.D.二、Section Reading Co(总题数：0，分数：0.00)三、Part A(总题数：0，分数：0.00)四、Text 1(总题数：1，分数：10.00)However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Ther

12、efore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and frustrate curricular objectives.Administrators have been aware of the need to keep parents informed of the n

13、ewer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing and developmental mathematics.Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening p

14、arents. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils progress, can significantly aid in achieving a harmonious interplay between school and home.To illustrate, suppose that a father has been drilling Junior in arithmetic processes night

15、 after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, ca

16、lculating mileage on a trip and engaging in scores of other activities that have a mathematical basis.If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics, and at the same time, enjoying the work.Too often, howe

17、ver, teachers conferences with parents are devoted to petty accounts of childrens misdemeanors, complaints about laziness and poor work habits, and suggestion for penalties and rewards at home.What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in

18、 parents minds for the best utilization of the many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters capacities.（分数：10.00）(1).The central idea conveyed in the above text is thatA. home training is mo

19、re important than school training because a child spends so many hours with his parents.B. teachers can and should help parents to understand and further the objectives of the school.C. there are many ways in which the mathematics program can be implemented at home.D. parents have a responsibility t

20、o help students in doing homework.（分数：2.00）A.B.C.D.(2).The author directly discusses the fact thatA. parents drill their children too much in arithmetic.B. principals have explained the new art programs to parents.C. a parents misguided efforts can be properly directed.D. a father can have his son h

21、elp him construct articles at home.（分数：2.00）A.B.C.D.(3).It can reasonably be inferred that the authorA. is satisfied with present relationships between home and school.B. feels that the traditional program in mathematics is slightly superior to the developmental program.C. believes that schools are

22、woefully lacking in guidance personnel.D. feels that parent-teacher interviews can be made much more constructive than they are at present.（分数：2.00）A.B.C.D.(4).We may infer that the writer of the article does not favorA. suggestions by the teacher to a parent in regard to improving the students scho

23、lastic average.B. written communications to the parent from the teacher.C. having the parent observe lessons which the children are being taught.D. principal-parent conferences rather than teacher-parent conferences.（分数：2.00）A.B.C.D.(5).The author does not directly state, but implies thatA. particip

24、ation in interesting activities relating to a subject improves ones achievement in that area.B. too many children are lazy and have poor work habits.C. school principals do more than their share in interpreting the curriculum to the parents.D. teachers should occasionally make home visits to parents

25、.（分数：2.00）A.B.C.D.五、Text 2(总题数：1，分数：6.00)If sustainable competitive advantage depends on workforce 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 acquistion is considered an ind

26、ividual responsibility. Labour is simply another factor of production to be rented at the lowest possible cost much 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 offi

27、cer is almost always second in command. The post of head of human-resource management is usually a specialized job, off at the edge of the 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

28、 way of contrast, in Japan the head of human-resource management is central, usually the second most important, 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

29、than do either Japanese or German firms. The money they do invest is also much more narrowly focused on the basic background skills that make it possible to absorb new technologies.As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much lon

30、ger 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 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

31、generates costs and creates bottlenecks that limit the speed with which new equipment can be employed. The result is a slower pace of technological change. And in the end the skills of the bottom half of the population affect the wages of the top half. If the bottom half cant effectively staff the p

32、rocesses that have to be operated, the management and professional jobs that go with these processes will disappear.If sustainable competitive advantage depends on workforce skills, American firms have a problem. Human resource management is not traditionally seen as central to the competitive survi

33、val of the firm in the United States. Skill acquistion is considered an individual responsibility. Labour is simply another factor of production to be rented at the lowest possible cost much as one buys raw materials or equipment.The lack of importance attached to human resource management can be se

34、en in the corporate hierarchy. In an American firm the chief financial officer is almost always second in command. The post of head of human-resource management is usually a specialized job, off at the edge of the corporate hierarchy. The executive who holds it is never consulted on major strategic

35、decisions and has no chance to move up to Chief Executive Officer (CEO). By way of contrast, in Japan the head of human-resource management is central, usually the second most important, after the CEO, in the firms hierarchy.While American firms often talk about the vast amounts spent on training th

36、eir work forces, in fact they invest less in the skills of their employees than do either Japanese or German firms. The money they do invest is also much more narrowly focused on the basic background skills that make it possible to absorb new technologies.As a result, problems emerge when new breakt

37、hrough 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 Germany than it is in the United States. More time is required before equi

38、pment 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 change. And in the end the skills of the bottom half of the population affect

39、 the wages of the top half. If the bottom half cant effectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear.（分数：6.00）(1).Which of the following can best describe the management of human resources in American companies

40、?A. Human-resource management is not considered principal to the survival of American companies.B. Human-resource management is next to financial management.C. Gaining of skills is seen as the firms responsibility.D. Human-resource manager only hired skilled workers.（分数：1.20）A.B.C.D.(2).Whats the po

41、sition of the head of human resources management in American companies?A. He is one of the most influential executives in the firm.B. His post is likely to rise when new technologies are introduced.C. He is directly under the chief executive.D. He has no right in marking important decisions in the f

42、irm.（分数：1.20）A.B.C.D.(3).Most American firms put their money mainly inA. the establishment of new branches in foreign countries.B. the training of basic skills of their workforces.C. the research and development of new products.D. the financial and administrative fields.（分数：1.20）A.B.C.D.(4).Accordin

43、g to the text, the decisive factor in maintaining a firms competitive advantage isA. the introduction of new technologies.B. the improvement of workers basic skills.C. the composition of professional and managerial employees.D. the attachment of importance to the bottom half of the employees.（分数：1.2

44、0）A.B.C.D.(5).Whats the main idea of the text?A. American firms are putting less emphasis on human-resource management.B. Extensive retraining is vital to effective human-resource management.C. The head of human-resource management shouldnt be in the central position in a firms hierarchy.D. The huma

45、n-resource management strategies of American firms will affect their competitive capacity.（分数：1.20）A.B.C.D.六、Text 3(总题数：1，分数：10.00)By the 1950s and 60s “going for Chinese“ had become part of the suburban vernacular. In places like New York City, eating Chinese food became intertwined with the tradit

46、ions of other ethnic groups, especially that of Jewish immigrants. Many Jewish families faithfully visited their favorite Chinese restaurant every Sunday night. Among the menus in the exhibition are selections from Glatt Wok: Kosher Chinese Restaurant and Takeout in Monsey, N. Y. , and Wok Toy in Ce

47、darhurst, N. Y.Until 1965 Cantonese-speaking immigrants, mainly from the county of Toisan, dominated the industry and menus reflected a standard repertory of tasty but bland Americanizations of Cantonese dishes. But loosening immigration restrictions that year brought a flood of people from many dif

48、ferent regions of China, starting “authenticity revolution,“ said Ed Schoenfeld, a restaurateur and Chinese food consultant.Top chefs who were trained in spicy and more unusual regional specialties, like Hunan and Sic hunan cooking, came to New York then, Mr. Schoenfeld said.President Richard M. Nix

49、ons trip to China in 1972 awakened interest in the country and accounts of his meals helped whet diners appetites for new dishes. An illustration of a scowling Nixon with a pair of chopsticks glares down from the wall at the exhibition.Hunan and Sichuan restaurants in New York influenced the taste of the whole country, Mr. Schoenfeld said. Dishes like General Tsos chicken and crispy orange beef caught on everywhere.But as with the Cantonese food before it, Mr. Schoenfeld said, the cooking degraded over time, as it became mass produced. Todays batter-fried, s