[考研类试卷]考研英语模拟试卷106及答案与解析.doc

1、考研英语模拟试卷 106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 Energy will be one of the defining issues of this century. One thing is clear: the era of (1)_ oil is over. What we all do next wil

2、l determine how well we meet the energy needs of the entire world in this century and (2)_. Demand is soaring like (3)_ before. As populations grow and economies (4)_, millions in the developing world are enjoying the benefits of a lifestyle that (5)_ increasing amounts of energy. In fact, some say

3、that in 20 years the world will (6)_ 40% more oil than it does today. At the same time, many of the worlds oil and gas fields are (7)_ And new energy discoveries are mainly occurring in places where resources are difficult to (8)_, physically, economically and even politically. When growing demand m

4、eets (9)_ supplies, the result is more (10)_ for the same resources. We can wait until a crisis forces us to do something. (11)_ we can (12)_ to working together, and start by asking the (13)_ questions: How do we meet the energy needs of the developing world and those of industrialized nations? Wha

5、t role will renewables and (14)_ energies play？ What is the best way to protect our environment? How do we accelerate our conservation efforts? (15)_ actions we take, we must look not just to next year, (16)_ to the next 50 years. At Chevron, we believe that innovation, collaboration and conservatio

6、n are the (17)_ on which to build this new world. We cannot do this alone. Corporations, governments and every citizen of this planet must be part of the solution as (18)_ as they are part of the problem. We (19)_ scientists and educators, politicians and policy-makers, environmentalists, leaders of

7、 industry and each one of you to be part of (20)_ the next era of energy. （ A） fossil （ B） eternal （ C） easy （ D） formidable （ A） after （ B） beyond （ C） later （ D） afterward （ A） never （ B） long （ C） ever （ D） sometime （ A） take on （ B） take to （ C） take off （ D） take after （ A） acquires （ B） requir

8、es （ C） rescue （ D） inquires （ A） consume （ B） restrain （ C） resume （ D） comprise （ A） emerging （ B） menacing （ C） erupting （ D） maturing （ A） extract （ B） construct （ C） extol （ D） extemporize （ A） ampler （ B） surplus （ C） emergent （ D） tighter （ A） accommodation （ B） competition （ C） stimulation （

9、 D） cooperation （ A） Or else （ B） Nevertheless （ C） Or （ D） Albeit （ A） commit （ B） strive （ C） conduct （ D） simulate （ A） novel （ B） toxic （ C） numerous （ D） tough （ A） alternate （ B） subterranean （ C） alternative （ D） abundant （ A） Once （ B） However （ C） Although （ D） Whatever （ A） but then （ B） b

10、ut （ C） but yet （ D） but for （ A） milestones （ B） milieu （ C） cornerstones （ D） correspondence （ A） symbolically （ B） synchronously （ C） swiftly （ D） surely （ A） call upon （ B） call off （ C） call forth （ D） call over （ A） revoking （ B） reshaping （ C） reverting （ D） reversing Part A Directions: Read

11、the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 Kofi Annan, the secretary-general of the United Nations, said he wanted next weeks summit of 170-plus heads of state and government in New York to be another “San Francisco moment“ a chance to rec

12、apture the spirit of renewal and optimism that accompanied the birth of the United Nations in California 60 years ago. He is not likely to get his way. After more than a year of investigation, Paul Volcker, a former head of Americas Federal Reserve, chose this of all weeks to publish his report on w

13、hat went wrong with the UNs oil-for-food programme in Iraq. It does not make pretty reading. The programme achieved its basic aim, which was to allow an Iraq under sanctions to sell some oil so that some of the basic food and medical needs of its people could still be met. But Mr. Volckers team conf

14、irms that the programme was riddled with waste, inefficiency and corruption, including among UN staff at head quarters as well as in the field. As a result, Saddam Husseins regime succeeded in squeezing a total illicit income of some $10 billion from the scheme, about $8 billion from smuggling and t

15、he rest from surcharges and kickbacks. Ever since the Security Council failed to endorse the war against Iraq, Mr. Annans critics have been calling for him to resign or be sacked for his part in the oil-for-food programme. They have had two arguments. One is that he is himself guilty of malfeasance.

16、 The other is that even if he isnt, he was the man at the top and should therefore take the blame for a scandal that unfolded on his watch. On both counts, a case can be made that the Volcker report offers him an escape. On the first count, Mr. Volcker has found no evidence at all that the secretary

17、-general himself did anything corrupt, even though several people close to him plainly did. On the second, the report does not say whether Mr. Annan should go for having presided over such chaos and venality. It does say that corruption down the line reflected the absence of “a strong organizational

18、 ethic“ that should have permeated the leadership. But it also argues that Mr. Annan was not responsible for everything that went wrong. Though nominally the UNs administrative boss, neither he nor his predecessors were chosen for managerial skills or provided with the tools such as the ability to h

19、ire and fire without political interference to be effective managers. In the case of oil-for-food, the Security Council tried to keep control through a sanctions committee of national diplomats. Having neither the Security Council nor the secretariat in clear command was a recipe for “the evasion of

20、 responsibility at all levels“. If the UN were a company whose boss had made a hash of things, The Economist would call for the top mans head. Removing a boss is a good way for shareholders to show that they want change. But since the UN is not a firm, sacking Mr. Annan over the oil-for-food program

21、me would send the wrong signal: that it is his person and not as the Volcker report stresses the structure of the organization that is at the root of the problem. And because the UN is a political organization, ousting Mr. Annan would send a political signal, too. It would be read by many UN members

22、 as a punishment inflicted on the UN by Americas more strident Republicans as revenge for the Security Councils failure to support the British and American invasion of Iraq in 2003. 21 According to the text, the optimistic mood seems to be （ A） always highly thought of. （ B） lost over the past decad

23、es. （ C） regained by heads of state and government. （ D） disputed at the coming summit meeting. 22 The word “reading“ in Paragraph 2 denotes _. （ A） interpretation. （ B） apprehension. （ C） inducement. （ D） portability. 23 The phrase “made a hash of things“(Line 1, Paragraph 6) most probably means _.

24、 （ A） decided. （ B） manipulated. （ C） mismanaged. （ D） disobeyed. 24 It can be inferred in the last paragraph that （ A） the structure of UN is blamed in Volckers report. （ B） sacking Mr. Annan is essential to the recapture of the spirit of renewal. （ C） the writer shares exactly same views with Mr.

25、Volcker. （ D） Mr. Annan can be exempt from being dismissed due to the nature of UN. 25 What is the relationship of paragraph 4 and 5 to paragraph 3? （ A） Evidence is demonstrated in paragraph 4 and 5 so as to refute the statement made in paragraph 3. （ B） In paragraph 3 a generalization is made and

26、then elaborated in paragraph 4 and 5. （ C） Proofs are rendered in paragraph 4 and 5 in order to negate the twin arguments in paragraph 3. （ D） In paragraph 3 a conclusion is made and then overruled in paragraph 4 and 5. 26 Those Europeans who are tempted, in the light of the dismal scenes in New Orl

27、eans this fortnight, to downgrade the American challenge should meditate on one world: universities. Five years ago in Lisbon European officials proclaimed their intention to become the worlds premier “knowledge economy“ by 2010. The thinking behind this grand declaration made sense of a sort: Europ

28、es only chance of preserving its living standards lies in working smarter than its competitors rather than harder or cheaper. But Europes failing higher-education system poses a lethal threat to this ambition. Europe created the modern university. Scholars were gathering in Paris and Bologna before

29、America was on the map. Oxford and Cambridge invented the residential university: the idea of a community of scholars living together to pursue higher learning. Germany created the research university. A century ago European universities were a magnet for scholars and a model for academic administra

30、tors the world over. But, as our survey of higher education explains, since the second world war Europe has progressively surrendered its lead in higher education to the United States. America boasts 17 of the worlds top 20 universities. American universities currently employ 70% of the worlds Nobel

31、 prize-winners, 30% of the worlds output of articles on science and engineering, and 44% of the most frequently cited articles. No wonder developing countries now look to America rather than Europe for a model for higher education. Why have European universities declined so precipitously in recent d

32、ecades? And what can be done to restore them to their former glory.? The answer to the first question lies in the role of the state. American universities get their funding from a variety of different sources, not just government but also philanthropists, businesses and, of course, the students them

33、selves. European ones are largely state-funded. The constraints on state funding mean that European governments force universities to “process“ more and more students without giving them the necessary cash and respond to the universities complaints by trying to micromanage them. Inevitably, quality

34、has eroded. Yet, as the American model shows, people are prepared to pay for good higher education, because they know they will benefit from it: thats why America spends twice as much of its GDP on higher education as Europe does. The answer to the second question is to set universities free from th

35、e state. Free universities to run their internal affairs: how can French universities, for example, compete for talent with their American rivals when professors are civil servants? And free them to charge fees for their services including, most importantly, student fees. 26 According to the text, t

36、he European dream is likely to come true （ A） if the current education deterioration can be curbed. （ B） when the American challenge no longer causes controversy over campus-culture. （ C） if public attitudes bring about changes in education. （ D） when laws and requirement concerning higher-education

37、 system are stipulated. 27 The available statistics are employed to illustrate （ A） the academic glory achieved by Americans. （ B） the loss of European predominance in higher education. （ C） the delayed effect of knowledge explosion. （ D） the present status of plagiarism. 28 Independence from the st

38、ate is the prerequisite for （ A） academic establishments. （ B） European rejuvenation. （ C） American model. （ D） talent emancipation. 29 The text is mainly （ A） a review of a fading system and the relevant solution. （ B） about the globalization of knowledge economy. （ C） a survey of news approaches t

39、o higher education. （ D） about merits of the European higher-education system. 30 Which of the following is not mentioned in the text? （ A） To set university free will benefit the fading European higher education. （ B） Research university took shape in Germany. （ C） Developing nations used to follow

40、 European higher education. （ D） The way of fund-raising from diverse channels is not illuminating at all. 31 “When a customer enters my store, forget me. He is king,“ decreed John Wanamaker, who in 1876 turned an abandoned railway depot in Philadelphia into one of the worlds first department stores

41、. This revolutionary concept changed the face of retailing and led to the development of advertising and marketing as we know it today. But compelling as that slogan was, in truth the shopper was cheated of the crown. Although manufacturing efficiency boosted the variety of goods and lowered prices,

42、 advertising provided most information about products. Through much of the past century, ads spoke to a captive audience confined to just a few radio or television channels or a limited number of publications. Now media choice has exploded too, and consumers select what they want from a far greater

43、variety of sources especially with a few clicks of a computer mouse. Thanks to the internet, the consumer is finally seizing power. As our survey in this issue shows, consumer power has profound implications for companies, because it is changing the way the world shops. Many firms already claim to b

44、e “customer-driven“ or “consumer-centric“. Now their claims will be tested as never before. Trading on shoppers ignorance will no longer be possible: people will knowand soon tell others, even those without the internet that prices in the next town are cheaper or that certain goods are inferior. The

45、 internet is working wonders in raising standards. Good and honest firms should benefit most. But it is also intensifying competition. Today, window shopping takes place online. People can compare products, prices and reputations. They can read what companies say about products in far greater detail

46、, but also how that tallies with the opinions of others, and most importantly of all discover what previous buyers have to say. Newsgroups and websites constantly review products and services. This is changing the nature of consumer decision. Until recently, consumers usually learned about a product

47、 and made their choice at the same time. People would often visit a department store or dealership to seek advice from a salesman, look at his recommendations and then buy. Now, for many, each of these steps is separate. For instance, Ford is finding that eight out of ten of its customers have alrea

48、dy used the internet to decide what car they want to buy and what they are willing to pay even before they arrive at a show room. 31 It can be inferred from the second paragraph that the consumers used to be put at a disadvantage in a large part due to （ A） inefficient advertising. （ B） underrated s

49、logan. （ C） medium handicap. （ D） rampant dishonesty. 32 It is implied in the third paragraph that （ A） profound implications are hard to decipher. （ B） commercial conducts can be tax-evasive. （ C） dishonest firms are most critical of award-winners. （ D） business transaction was less transparent. 33 What is the text mainly about? （ A） The cause of the public disappointment about business. （ B） The origin of a commercial concept. （ C） The consequence of a nove