[考研类试卷]考研英语模拟试卷101及答案与解析.doc

1、考研英语模拟试卷 101及答案与解析 一、 Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 1 The key position and role of women in the process of development is increasingly being recognized. (1)_ the three great World Confe

2、rences of Women were more concerned (2)_ recognizing and compiling approaches to (3)_, 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 (4)_ this respect by the methods of colonial

3、 education which are almost (5)_ directed towards the male. Of the many criticisms of this situation let one voice be heard: “Development education groups and programmes are very much (6)_ and lack womans perspective“. So, too, the hopes placed in vocational training “vocationalization“ as an aid to

4、 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 (7)_ at least in the educational processes which have been introduced. Only 20% attend primary school and the (8)_ of those who

5、 leave early is highest (9)_ girls. Because of the lack of basic training only around 10% take part in Adult Education programmes. Hence it is vitally important to (10)_ a turning-point by increasing the (11)_ of the need (12)_ education. Hence even Primary Education for girls should be (13)_ toward

6、s the basic needs and necessities and provide answers which are as simple as possible. In rural districts such answers will be different from those (14)_ in urban areas. The education of girls and women must to a large degree be an education for the life they will lead, tailored (15)_ a womans posit

7、ion. In saying this we are in fact demanding that the education of women, like all educational work in the Third World, should be an (16)_ part of the community. (17)_ there are many partners in this process school, family, small businesses, governmental and non-governmental organizations. The educa

8、tional skill (18)_ keeping this interplay active in such a way that there is no deficiency in material content. An important consequence of this is the (19)_ of the desire to question, which, on the one hand, presses for further education and on the other for its (20)_ application. （ A） Although （ B

9、） For （ C） Nevertheless （ D） Because （ A） with （ B） of （ C） upon （ D） over （ A） salvage （ B） revolution （ C） liberty （ D） liberation （ A） in （ B） of （ C） upon （ D） with （ A） specially （ B） distinctively （ C） exclusively （ D） respectively （ A） males-dominating （ B） female-dominating （ C） male-dominat

10、ing （ D） females-dominating （ A） pooled （ B） joined （ C） taken （ D） participated （ A） percentage （ B） number （ C） fraction （ D） part （ A） in （ B） between （ C） of （ D） among （ A） secure （ B） strike （ C） save （ D） hit （ A） acknowledgement （ B） awareness （ C） affirmation （ D） agreement （ A） for （ B） of

11、 （ C） in （ D） with （ A） aimed （ B） targeted （ C） directed （ D） manipulated （ A） offered （ B） provided （ C） told （ D） given （ A） for （ B） to （ C） with （ D） at （ A） synthetic （ B） combined （ C） integrated （ D） comprehensive （ A） Subsequently （ B） Consequently （ C） Accordingly （ D） Reversely （ A） consi

12、sts of （ B） accounts for （ C） consists in （ D） leads to （ A） waking （ B） awakening （ C） rising （ D） arising （ A） practical （ B） useful （ C） material （ D） artificial Part A Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 Many of

13、 the worlds big lakes are threatened by pollution or huge drainage schemes. But there is least one fairly bright spot. The Great Lakes and St. Lawrence River system between Canada and the United States, which together account for a fifth of the worlds non-polar fresh water, are much healthier than t

14、hey were. Can they stay that way? Though Lake Michigan is wholly the United States, all five lakes are governed by the Boundary Waters Treaty of 1909, implemented by an independent bi-national joint commission. In 1978, both countries agreed to try to clean up the water in the lakes, several of whic

15、h were heavily polluted. They have done so though in fact the improvement owes as much to economic change as to government action. Steel and other heavy industry have given way to cleaner industries and services, both in Ontario and in American lakeside states. The result: tests on fish and birds sh

16、ow residues of heavy metals have declined (though dangerous levels of mercury are still found), while in past ten years the rivers near Toronto have been successfully stocked with salmon. There are still worries. One problem is farming. This uses much lake water 929% of the total that is withdrawn)

17、from irrigation, while also polluting the lakes and river systems. The huge quantities of manure spread on farms in Ontario and Quebec also causes pollution, by running off the land into streams, rivers and then lakes. Some scientists also worry that water levels will fall permanently. Climate chang

18、e is likely to cut rainfall in the Great Lakes basin, while ever more water will be drawn from the lakes by a rising urban population. General consumption in the basin will increase by 25% in the next 25 years, according to a forecast by a consultant to the commission. Other threats include some 140

19、 exotic species of flora, fish and shellfish that have found their way into the lakes, some via ships ballast. The zebra mussel from Eastern Europe is the most notorious and probably most damaging to the environment. It consumes a lot of oxygen (though it also helps to clean the water). Lastly, ther

20、e is the hazardous prospect of decommissioning Ontarios two dozen ageing nuclear reactors, which line the shores of Lake Ontario and Lake Huron. Fortunately, the long history of successful cooperation between the two countries and among the local governments suggest these threats can be managed. Bot

21、h governments have approved the commissions plan to set up international watershed boards across the continent. These are to take a “holistic“ approach to ecosystems. Maybe the Zebra mussel and the farm run-offs have met their match. 21 From the text, we know that the Great Lakes （ A） are equally lo

22、cated between Canada and the U.S. （ B） contain a small part of the worlds fresh water. （ C） are governed neither by Canada nor by the U.S. （ D） enjoy fresher water now than 25 years ago. 22 In the first two paragraphs, the author suggests （ A） the bi-national joint commission has done its routine jo

23、b. （ B） the Boundary Water Treaty of 1909 has become out-of-date. （ C） the huge drainage schemes are to blame for land run-offs. （ D） the economic change has contributed to environmental improvement. 23 Which of the following shows that water quality has improved? （ A） Fish and birds show residues o

24、f heavy metal. （ B） Toronto has grown salmon successfully in its waters. （ C） Farming has prospered in the lakeside areas. （ D） Lake water has been drawn for use by the population. 24 Which of the following causes concerns of the public and the scientists? （ A） Fish farming. （ B） Urban population. （

25、 C） Decreased rainfall. （ D） More landslide. 25 What is the authors attitude to the prospect of the lakes environment? （ A） Optimistic. （ B） Worried. （ C） Indifferent. （ D） Unclear. 26 One of the least mentioned effects of change relates to how it affects the manager leading that change, and his or

26、her ability to undertake the leadership role. We have already talked about the effects of change on the individual employee, and of course managers are subject to the same reactions, resistances and strains. Some types of change, such as restructuring, or down sizing can put considerable strain on t

27、he leaders of an organization. One primary concern regarding change is the stress it imposes on those undergoing the change. Managers, because they have obligations to their staff, not only have to deal with change as employees but also need to carry some of the concerns of their staffs. In the case

28、 of downsizing, the stress levels can be extremely high, because the manager is charged with conveying very upsetting information. Stress is part of the job, but in times of change, it is critical that you recognize that it may cause you to act in ways that are less effective than usual. As with any

29、thing connected with change, the major concern is not short term but long term. If your stress levels result in marked loss of effectiveness, the risk is that a vicious cycle will be set up, where ineffective leadership results in creating more long term problems, which increases your stress, which

30、reduces your effectiveness even more. A common response to unpleasant change is to ignore the situation. Avoidance can take many forms. Most commonly, the avoiding manager plays only a minimal role in moving the organization through the swamp. After announcing the change and doing the minimum requir

31、ed, the manager “hides“ from the change, through delegation, or attending to other work. This tactic involves treating things as “business as usual“. The outcomes of this tactic can be devastating. By avoiding situations, the manager abdicates any leadership role, when staff needs it most, during an

32、d after significant change. In addition, the avoidance results in the manager becoming out of touch with the people and realities of the organization. While avoidance serves a need for the manager in the short run, it destroys the managers credibility, and results in poor decisions. The long term co

33、nsequence of such action is that the organization tends to deteriorate in terms of morale, effectiveness and productivity. Sometimes this deterioration is irreversible. Sometimes the manager deals with change by denying its impact. Usually, the denying manager takes a very logical approach to change

34、. Decisions get made, systems are put in place, or new procedures are developed. Unfortunately, this “logical“ approach denies the impact of change on the people in the organization. The denying manager tends to refuse to understand “what the big deal is“, and shows little empathy with employees in

35、the organization. 26 Laying off employees is especially stressful on managers in that （ A） the managers are the bad news bearers and announcers. （ B） the managers are worried about the increasing amount of work. （ C） the managers are afraid of being laid off themselves. （ D） the managers are confron

36、ting upsetting information from employees. 27 Which of the following is true concerning stress on managers? （ A） Stress only affects managers in times of change. （ B） Stress will always lead to the setting up of a vicious cycle. （ C） High level of stress may result in less effective performance. （ D

37、） High level of stress occur as managers adjust to changes. 28 Some managers treat things as “business as usual“ when （ A） they can deal with the changes with great ease and skills. （ B） they want to keep the company going without breaking down. （ C） they begin to take changes in the company for gra

38、nted. （ D） they seek to pretend nothing is changing much intentionally. 29 It can be inferred from the text that （ A） avoiding changes produce short-term benefit to the business but long term loss to it. （ B） those managers who often lose touch with the realities of the company tend to avoid changes

39、. （ C） denying managers can lead the company better than avoiding managers in times of change. （ D） managers that deny the consequences of changes tend to care less about the emotional state of employees. 30 The best title for the text might be （ A） Managers and Stress. （ B） Negative Effects of Chan

40、ge on Managers. （ C） Managers and Organizational changes. （ D） How to Deal with Corporate Changes. 31 Lately social scientists have begun to ask if culture is found just in humans, or if some animals have culture too. When we speak of culture, we mean a way of life a group of people have in common.

41、Culture includes the beliefs and attitudes we learn. It is the patterns of behavior that help people to live together. It is also the patterns of behavior that make one group of people different from another group. Our culture lets us make up for having lost our strength, claws, long teeth, and othe

42、r defenses. Instead, we use tools, cooperate with one another, and communicate in language. But these aspects of human behavior, or “culture“, can also be found in the lives of certain animals. We used to think that the ability to use tools was the dividing line between human beings and other animal

43、s. Lately, however, we have found that this is not the case. Chimpanzees can not only use tools but actually make tools themselves. This is a major step up from simply picking up a handy object and using it. For example, chimps have been seen stripping the leaves and twigs off a branch, then putting

44、 it into a termite nest. When the termites bite at the stick, the chimp removes it and eats them off the end not unlike our use of a fork! For some time we thought that although human beings learned their culture, animals couldnt be taught such behavior. Or even if they could learn, they would not t

45、each one another in the way people do. This too has proven to be untrue. A group of Japanese monkeys was studied at the Kyoto University Monkey Centre in Japan. They were given sweet potatoes by scientists who wanted to attract them to the shore of an island. One day a young female began to wash her

46、 sweet potato to get rid of the sand. This practice soon spread through out the group. It became learned behavior, not from humans but from other monkeys. Now almost all monkeys who have not come into contact with this group do not. Thus we have a “cultural“ difference among animals. We have ruled o

47、ut tool use and invention as ways of telling animal behavior from human behavior. We have also ruled out learning and sharing of behavior. Yet we still have held out the last feature language. But even the use of language can no longer separate human culture from animal culture. Attempts to teach ap

48、es to speak have failed. However, this is because apes do not have the proper vocal organs. But teaching them language has been very successful if we are willing to accept another forms rather than just the spoken word. Two psychologists trained a chimpanzee named Washoe to use Standard American Sig

49、n Language. This is the same language used by deaf people. In this language, “talk“ is made through gestures, and not by spelling out words with individual letters. By the time she was five years old, Washoe had a vocabulary of 130 signs. Also, she could put them together in new ways that had not been taught her originally. This means she could create language and not just copy it. She creates her own sentences that have real meaning. This has allowed two-way talk. It permits more than one-