[考研类试卷]考研英语（二）模拟试卷67及答案与解析.doc

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1、考研英语（二）模拟试卷 67 及答案与解析一、Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 0 From the founding of Harvard College in 1636 until the Civil War, American university education was mostly about sending pious and

2、hopefully well-read gentlemen forth into the world. As Louis Menand, a Harvard English professor and literary critic, has written, what Americans think of as the university is of【C1】_recent vintage. In 1862 the Morrill Act created land-grant universities, broadening opportunities for those for whom

3、college had been a【C2】_impossibility. Menand and other historians of collegiate curriculums【C3】_that at Harvard in 1869, Charles William Eliot became president and created a culture in which the bachelors degree became the key credential for【C4】_professional education a culture that came to【C5】_the

4、rest of the American academy. The 19th century also saw the rise of the great European research university; the German model of scholar-teachers who educated undergraduates while【C6】_their own research interests moved across the【C7】_.The notion that a student should graduate with a broad base of kno

5、wledge is, in Menands words, “the most modern part of the modern university.“ It was only after World War I, in 1919,【C8】_Columbia College undertook a general-education course, called Contemporary Civilization.【C9】_reading classic texts from Platos Republic to The Prince to the Declaration of Indepe

6、ndence, with the Bible and Edmund Burke thrown in【C10】_ and discussing them in the context of enduring issues in human society, every student was【C11】_to engage with ideas that formed the mainstream of the American mind. The【C12】_for the move reflected a larger social and cultural concern with【C13】_

7、the children of immigrants into American culture. Robert Maynard Hutchins【C14】_a similar approach at the University of Chicago. The courses were not about rote memorization; they were(and are) 【C15】reading followed by discussion. They were(and are)required of all students, something that【C16 】_Colum

8、bia and Chicago apart from many other colleges and still does.World War II helped【C17】_the Harvard Report of 1945, an effort by Americas oldest college to provide a common cultural basis not only for its elite students but also for the rising middle class. Students were【C18】_to read, for example, th

9、e great books. As the decades【C19】_, however, the assumption that there was a given body of knowledge or a given set of authors that had to be learned or read came【C20】_cultural and academic attack. Who was to say what was great? Why not let teachers decide what to teach and students decide what to

10、study?1 【C1 】（A）relatively（B） unknowingly（C） shockingly（D）eventually2 【C2 】（A）actual（B） virtual（C） visual（D）factual3 【C3 】（A）note（B） notify（C） advocate（D）dictate4 【C4 】（A）outgoing（B） forthcoming（C） ongoing（D）upsetting5 【C5 】（A）share（B） shock（C） shape（D）sharpen6 【C6 】（A）striving（B） pursuing（C） propos

11、ing（D）conceiving7 【C7 】（A）Indian Ocean（B） Pacific（C） Arctic Ocean（D）Atlantic8 【C8 】（A）that（B） when（C） which（D）how9 【C9 】（A）On（B） By（C） In（D）With10 【C10 】（A）for good measure（B） with good intentions（C） in the end（D）after all11 【C11 】（A）compelled（B） propelled（C） expelled（D）impelled12 【C12 】（A）impact（B）

12、 implication（C） impetus（D）imperative13 【C13 】（A）accusing（B） accustoming（C） accompanying（D）assimilating14 【C14 】（A）adopted（B） adapted（C） adjusted（D）admitted15 【C15 】（A）relied on（B） centered on（C） reflected on（D）insisted on16 【C16 】（A）divided（B） sent（C） set（D）took17 【C17 】（A）bring about（B） bring off（C

13、） bring out（D）bring along18 【C18 】（A）forced（B） expected（C） condemned（D）entitled19 【C19 】（A）went off（B） went out（C） went by（D）went on20 【C20 】（A）after（B） through（C） inside（D）underPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points

14、)20 Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and youll get a completely different impression. For a start, you will now see plenty mo

15、re women the University of Pennsylvanias Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.It might be tempting, therefore, to think that the old barriers have been broken down and e

16、qual opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders o

17、f the future.Diversity, it seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmers r

18、ecruit their students. At the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a schools picture of what a diverse class should look like, with the result that passpo

19、rt, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach arguably the only diversity that, in a business context, really matters.Professor Gau

20、thier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put b

21、usiness decisions into a wider context.Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Manna, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a de

22、finite shift in emphasis towards less tough styles of management at least in America and Europe. Perhaps most significant, according to Manna, is the increasing interest large companies have in more collaborative management models, such as those prevalent in Scandinavia, which seek to integrate the

23、hard and soft aspects of leadership and encourage delegated responsibility and accountability.21 What characterizes the business school student population of today?_.（A）Greater diversity（B） Intellectual maturity（C） Exceptional diligence（D）Higher ambition22 What is the authors concern about current b

24、usiness school education?_.（A）It will arouse students unrealistic expectations（B） It will produce business leaders of a uniform style（C） It focuses on theory rather than on practical skills（D）It stresses competition rather than cooperation23 What aspect of diversity does Valerie Gauthier think is mo

25、st important?_.（A）Age and educational background（B） Social and professional experience（C） Attitude and approach to business（D）Ethnic origin and gender24 What applicants does the author think MBA programmers should consider recruiting?（A）Applicants with prior experience in business companies（B） Appli

26、cants with sound knowledge in math and statistics（C） Applicants from outside the traditional sectors（D）Applicants from less developed regions and areas25 What does Manna say about the current management style?_.（A）It is eradicating the tough aspects of management（B） It encourages male and female exe

27、cutives to work side by side（C） It adopts the bully-boy chief executive model（D）It is shifting towards more collaborative models25 Come on Everybodys doing it. That whispered message, half invitation and half forcing, is what most of us think of when we hear the words “peer pressure“. It usually lea

28、ds to no good drinking, drugs and casual sex. But in her new book Join the Club, Tina Rosenberg contends that peer pressure can also be a positive force through what she calls the social cure, in which organizations and officials use the power of group dynamics to help individuals improve their live

29、s and possibly the world.Rosenberg, the recipient of a Pulitzer Prize, offers a host of examples of the social cure in action: In South Carolina, a state-sponsored antismoking program called “Rage Against the Haze“ sets out to make cigarettes uncool. In South Africa, an HIV-prevention initiative kno

30、wn as “LoveLife“ recruits young people to promote safe sex among their peers.The idea seems promising, and Rosenberg is a perceptive observer. Her critique of the lameness of many pubic-health campaigns is spot-on: they fail to mobilize peer pressure for healthy habits, and they demonstrate a seriou

31、sly flawed understanding of psychology. “Dare to be different, please dont smoke!“ pleads one billboard campaign aimed at reducing smoking among teenagers teenagers, who desire nothing more than fitting in. Rosenberg argues convincingly that public-health advocates ought to take a page from advertis

32、ers, so skilled at applying peer pressure.But on the general effectiveness of the social cure, Rosenberg is less persuasive. Join the Club is filled with too much irrelevant detail and not enough exploration of the social and biological factors that make peer pressure so powerful. The most glaring f

33、law of the social cure as it is presented here is that it doesnt work very well for very long. “Rage Against the Haze“ failed once state funding was cut. Evidence that the “LoveLife“ program produces lasting changes is limited and mixed.Theres no doubt that our peer groups exert enormous influence o

34、n our behavior. An emerging body of research shows that positive health habits as well as negative ones spread through networks of friends via social communication. This is a subtle form of peer pressure: we unconsciously imitate the behavior we see every day.Far less certain, however, is how succes

35、sfully experts and bureaucrats can select our peer groups and steer their activities in virtuous directions. Its like the teacher who breaks up the troublemakers in the back row by pairing them with better-behaved classmates. The tactic never really works. And thats the problem with a social cure en

36、gineered from the outside: in the real world, as in school, we insist on choosing our own friends.26 According to the first paragraph, peer pressure often emerges as_.（A）a supplement to the social cure（B） a stimulus to group dynamics（C） an obstacle to school progress（D）a cause of undesirable behavio

37、rs27 Rosenberg holds that public advocates should_.（A）recruit professional advertisers（B） learn from advertisers experience（C） stay away from commercial advertisers（D）recognize the limitations of advertisements28 In the authors view, Rosenbergs book fails to_.（A）adequately probe social and biologica

38、l factors（B） effectively evade the flaws of the social cure（C） illustrate the functions of state funding（D）produce a long-lasting social effect29 Paragraph 5 shows that our imitation of behaviors_.（A）is harmful to our networks of friends（B） will mislead behavioral studies（C） occurs without our reali

39、zing it（D）can produce negative health habits30 The author suggests in the last paragraph that the effect of peer pressure is_.（A）harmful（B） desirable（C） profound（D）questionable30 For most of the 20th century, Asia asked itself what it could learn from the modern, innovating West. Now the question mu

40、st be reversed. What can the Wests overly indebted and sluggish(经济滞长的)nations learn from a flourishing Asia?Just a few decades ago, Asias two giants were stagnating under faulty economic ideologies. However, once China began embracing free-market reforms in the 1980s, followed by India in the 1990s,

41、 both countries achieved rapid growth. Crucially, as they opened up their markets, they balanced market economy with sensible government direction. As the Indian economist Amartya Sen has wisely said, “The invisible hand of the market has often relied heavily on the visible hand of government.“Contr

42、ast this middle path with America and Europe, which have each gone ideologically over-board in their own ways. Since the 1980s, America has been increasingly clinging to the ideology of uncontrolled free markets and dismissing the role of government following Ronald Regans idea that “government is n

43、ot the solution to our problem; government is the problem. “ Of course, when the markets came crashing down in 2007, it was decisive government intervention that saved the day. Despite this fact, many Americans are still strongly opposed to “big government. “If Americans could only free themselves f

44、rom their antigovernment doctrine, they would begin to see that the Americas problems are not insoluble. A few sensible federal measures could put the country back on the right path. A simple consumption tax of, say, 5% would significantly reduce the countrys huge government deficit without damaging

45、 productivity. A small gasoline tax would help free America from its dependence on oil imports and create incentives for green energy development. In the same way, a significant reduction of wasteful agricultural subsidies could also lower the deficit. But in order to take advantage of these common-

46、sense solutions, Americans will have to put aside their own attachment to the idea of smaller government and less regulation. American politicians will have to develop the courage to follow what is taught in all American public-policy schools: that there are good taxes and bad taxes. Asian countries

47、 have embraced this wisdom, and have built sound long-term fiscal(财政的)policies as a result.Meanwhile, Europe has fallen prey to a different ideological trap: the belief that European governments would always have infinite resources and could continue borrowing as if there were no tomorrow. Unlike th

48、e Americans, who felt that the markets knew best, the Europeans failed to anticipate how the markets would react to their endless borrowing. Today, the European Union is creating a $580 billion fund to ward off sovereign collapse. This will buy the EU time, but it will not solve the blocs larger pro

49、blem.31 What has contributed to the rapid economic growth in China and India?_.（A）Copying western-style economic behavior（B） Heavy reliance on the hand of government（C） Timely reform of government at all levels（D）Free market plus government intervention32 What does Ronald Reagan mean by saying “government is the problem“(Line 4, Para. 3)?_.（A）Many social evils are caused by wrong government po