1、MBA（英语）模拟试卷 1及答案与解析 一、 Section I Vocabulary Directions: There are 20 incomplete sentences in this section. For each sentence there are four choices marked A, B, C and D. Choose the one that best completes the sentence and mark your answers on ANSWER SHEET 1. 1 My boss has failed me so many times tha
2、t I no longer place any _ on what he promises. （ A） assurance （ B） probability （ C） reliance （ D） conformity 2 The company management attempted to _ information that was not favorable to them, but it was all in vain. （ A） supplement （ B） suppress （ C） plug （ D） concentrate 3 We need large quantities
3、 of candles for party, please quote us your competitive price for _ business. （ A） retail （ B） trade （ C） wholesale （ D） deal 4 I would never have _ a court of law if I hadnt been so desperate. （ A） sought for （ B） accounted for （ C） turned up （ D） resorted to 5 Some companies have introduced _ work
4、ing time with less emphasis on pressure and more on efficiency. （ A） rigid （ B） limited （ C） flexible （ D） strict 6 State financial support given _ scholarships has stimulated the students to greater efforts. （ A） in case of （ B） in the form of （ C） in view of （ D） by means of 7 The green house effe
5、ct is caused by the higher _ of CO2 in the atmosphere. （ A） consequence （ B） supplement （ C） assembly （ D） concentration 8 Do you think the president will be able to _ his promise not to raise taxes? （ A） catch （ B） capture （ C） find （ D） keep 9 Our corporations obligation under this _ is limited to
6、 repair or replacement. （ A） warranty （ B） license （ C） market （ D） necessity 10 Many businesses promotion campaigns _ because they never fulfill what they have said in their ads. （ A） pass away （ B） get by （ C） fall through （ D） give away 11 John doesnt believe in _ medicine; he has some remedies o
7、f his own. （ A） standard （ B） regular （ C） routine （ D） conventional 12 Costs of doing so come cheap when measured against an overall advertising _. （ A） bail （ B） brokerage （ C） budget （ D） bill 13 The manager didnt have time to read the report word for word: he just _ it. （ A） skimmed （ B） observe
8、d （ C） overlooked （ D） glanced 14 The wooden cases must be secured by overall metal strapping so that they can be strong enough to stand rough handling during _. （ A） transit （ B） motion （ C） shift （ D） traffic 15 The local government leaders are making every effort to _ the problem of poverty. （ A）
9、 abolish （ B） tackle （ C） remove （ D） encounter 16 A year ago the firm had a _ loss of 4.3 million dollars or 20 cents a share after all necessary deduction. （ A） total （ B） gross （ C） net （ D） clear 17 Everyone pays the same tax rate, irrespective _ whether they are married or single. （ A） of （ B）
10、to （ C） from （ D） with 18 Many novels that attempt to mirror the world are really _ of the reality that they represent. （ A） reflections （ B） demonstrations （ C） illuminations （ D） reproductions 19 A strike in the mining industry is _ to bring a shortage of coal in the near future. （ A） causing （ B）
11、 threatening （ C） resulting （ D） proposing 20 This advertising company managed to obtain the _ right to do the advertisements for a famous joint company in Beijing. （ A） exclusive （ B） excluding （ C） extra （ D） extraordinary 二、 Section II Cloze Directions: Read the following passage. For each number
12、ed blank there are four choices marked A, B, C and D. choices the best one and mark your answers on ANSWER SHEET 1. 21 Large lecture classes are frequently regarded as a necessary evil. Such classes (21) be offered in many colleges and universities to meet high student (22) with limited faculty reso
13、urce, (23) teaching a large lecture class can be a (24) task. Lecture halls are (25) large, barren, and forbidding. It is difficult to get to know students. Students may seem bored in the (26) environment and may (27) read newspapers or even leave class in the middle of a lecture. Written work by th
14、e students seems out of the (28) . Although the challenges of teaching a large lecture class are (29) , they are not insurmountable. The solution is to develop (30) methods of classroom instruction that can reduce, if not (31) , many of the difficulties (32) in the mass class. In fact, we have (33)
15、at Kent State University teaching techniques which help make a large lecture class more like a small (34) . An (35) but important benefit of teaching the course (36) this manner has involved the activities of the teaching assistants who help us mark students written work. The faculty instructor orig
16、inally decided to ask the teaching assistants for help (37) this was the only practical way to (38) that all the papers could be evaluated. Now those (39) report enjoying their new status as “junior professors“, gaining a very different (40) on college education by being on the other side of the des
17、k, learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students papers. （ A） should （ B） will （ C） can （ D） have to （ A） request （ B） demand （ C） challenge （ D） requirement （ A） and （ B） but （ C） although （ D） unless （ A） competitive （
18、B） rewarding （ C） routine （ D） troublesome （ A） spaciously （ B） exceptionally （ C） typically （ D） unusually （ A） unconscious （ B） impatient （ C） unaware （ D） impersonal （ A） frequently （ B） delightedly （ C） inevitably （ D） unexpectedly （ A） problem （ B） solution （ C） question （ D） answer （ A） tiny （
19、 B） potential （ C） fundamental （ D） substantial （ A） personal （ B） innovative （ C） initiative （ D） persuasive （ A） increase （ B） accumulate （ C） eliminate （ D） diminish （ A） inherent （ B） inherited （ C） injected （ D） integrated （ A） introduced （ B） inserted （ C） modified （ D） revised （ A） conference
20、 （ B） assembly （ C） seminar （ D） course （ A） incredible （ B） obscure （ C） unanticipated （ D） inspiring （ A） at （ B） through （ C） by （ D） in （ A） so that （ B） although （ C） when （ D） because （ A） ensure （ B） assure （ C） secure （ D） certify （ A） new teachers （ B） senior students （ C） associate profess
21、ors （ D） part-time professionals （ A） inspiration （ B） expectation （ C） stimulation （ D） perspective 三、 Section III Reading Comprehension Directions: Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. 41 Is it poss
22、ible that the ideas we have today about ownership and property rights have been so universal in the human mind that it is truly as if they had sprung from the mind of God? By no means. The idea of owning and property emerged in the mists of unrecorded history. The ancient Jews, for one, had a very d
23、ifferent outlook on property and ownership, viewing it as something much more temporary and tentative than we do. The ideas we have in America about the private ownership of productive property as a natural and universal right of mankind, perhaps of divine origin, are by no means universal and must
24、be viewed as an invention of man rather than an order of God. Of course, we are completely trained to accept the idea of ownership of the earth and its products, raw and transformed. It seems not at all strange; in fact, it is quite difficult to imagine a society without such arrangements. If someon
25、e, some individuals, didnt own that plot of land, that house, that factory, that machine, that tower of wheat, how would we function? What would the rules be? Whom would we buy from and how would we sell? It is important to acknowledge a significant difference between achieving ownership simply by t
26、aking or claiming property and owning what we tend to call the “fruit of labor.“ If I, alone or together with my family, work on the land and raise crops, or if I make something useful out of natural material, it seems reasonable and fair to claim that the crops or the objects belong to me or my fam
27、ily, are my property, at least in the sense that I have first claim on them. Hardly anyone would dispute that. In fact, some of the early radical workingmens movements made (an ownership) claim on those very grounds. As industrial organization became more complex, however, such issues became vastly
28、more intricate. It must be clear that in modem society the social heritage of knowledge and technology and the social organization of manufacture and exchange account for far more of the productivity of industry and the value of what is produced than can be accounted for by the labor of any number o
29、f individuals. Hardly any person can now point and say, “That-that right there-is the fruit of my labor.“ We can say, as a society, as a nation-as a world, really-that what is produced is the fruit of our labor, the product of the whole society as a collectivity. We have to recognize that the right
30、of private individual ownership of property is man-made and constantly dependent on the extent to which those without property believe that the owner can make his claim, dependent on the extent to which those without stick. 41 According to the passage, the concept of ownership probably _. （ A） resul
31、ted from the concept of property right （ B） stemmed from the uncovered prehistoric ages （ C） arose from the generous blessing of the Creator （ D） originated from the undetected Middle Ages 42 The author thinks private ownership to be _. （ A） a necessary invention of mankind （ B） an inherent right of
32、 a human being （ C） a permanent arrangement for society （ D） an explicit idea of some individuals 43 We learn by inference that private property may _. （ A） be viewed as a design of inventive powers （ B） be treated as a discovery of our ancestors （ C） function as the universal rule of trading （ D） s
33、erve as the basis of market economy 44 It is reasonable to claim ones own fruit of labor because _. （ A） his labor accounts for the product and its value （ B） he has the priority to lay claim on the product （ C） his labor is widely recognized and respected （ D） he has the grounds for making claims f
34、irst 45 Private ownership of property is described at the end of the passage as _. （ A） a production of early mans manual work （ B） a demand for greater productivity in industry （ C） varying with the shift in human agreements （ D） denied by socialized production and exchange 46 The key position and
35、role of women in the process of development is increasingly being recognized. Although the three great World Conferences of Women were more concerned with recognizing and compiling approaches to emancipation we can currently confirm a general sharpening of awareness. It has become clear that the Thi
36、rd World cultures, in earlier times strongly matriarchal, have been weakened in this respect by the methods of colonial education which are almost exclusively directed towards the male. Of the many criticisms of this situation let one voice be heard: “Development education groups and programs are ve
37、ry much male dominated and lack womans perspective“. So, too, the hopes placed in vocational training-“vocationalization-as an aid to 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
38、 have participated least in the educational processes which have been introduced. Only 20% attend primary school and the percentage of those who leave early is highest among girls. Because of the lack of basic training only around 10% take part in Adult Education programs. Hence it is vitally import
39、ant to secure a turning point by increasing the awareness of the need for education. The International Conference at Jomtien in 1990 provided the solution to this: “A more educated mother raises a healthier family. She has fewer and better educated children. She is more productive at home and in the
40、 workplace and is better able to get further education.“ Many problems in school are consequences of incorrect or improperly balanced nutrition combined with .inadequate hygiene. Together these factors can lead to failure to keep pace in school. Hence even primary education for girls should be direc
41、ted towards the basic needs and necessities and provide answers which are as simple as possible. In rural districts such answers will be different from those given in urban areas. The education of girls and women must to a large degree be an education for the life they will lead, tailored to a woman
42、s position. In saying this we are in fact demanding that the education of women, like all educational work in the Third World, should be an integrated part of the community. Consequently there are many partners in this process school, family, small businesses, governmental and non-governmental organ
43、izations. The educational skill consists in keeping this interplay active in such a way that there is no deficiency in material content. An important consequence of this is the awakening of the desire to question, which, on the one hand presses for further education and on the other hand for its pra
44、ctical application. 46 The word “emancipation“ (Paragraph 1) may be replaced by _. （ A） relief （ B） freedom （ C） liberation （ D） liberty 47 From the passage we can infer that in the Third World _. （ A） the development education groups and programs is short of womans perspective （ B） the methods of c
45、olonial education have made the matriarchal culture stronger than before （ C） the matriarchal culture was stronger in the past （ D） the matriarchal education is directed towards men 48 It is very important to be more aware of the need for education of women because _. （ A） so far very few girls and
46、women take part in the educational processes （ B） women have at least participated in the educational processes （ C） only about 1/10 of women participate in continuing education （ D） only 1/5 of girls can enter elementary school and most of them have to quit early 49 The author argues in the passage
47、 that _. （ A） the education of women should be a process of community activity （ B） the education of women should be a part of community in which many partners are combined （ C） women should like all educational work in the Third World （ D） the education of women should be organizations run by gover
48、nment 50 The best title of the passage is _. （ A） The Position and Role of Women in the Development of Education （ B） The Education of Girls and Women （ C） The Education of Women in the Third World （ D） Womens Education Groups and Programs 51 Successful businesses tend to continue implementing the i
49、deas that made them successful. But in a rapidly changing world, ideas often become obsolete overnight. What worked in the past wont necessarily work in the future. In order to thrive in the future, you must constantly create new ideas for every aspect of your business. In fact, you must continually generate new ideas just to keep your head above water. Businesses that arent creative about their future may not
