1、考研英语模拟试卷 222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 What can be said of the normal process of aging, from a linguistic point of view? In general (1)_, there is a clear and (2)_ relati
2、onship: no-one would have much difficulty (3)_ a baby, a young child, a teenager, a middle-aged person, or a very old person from a tape recording. With children, (4)_ is possible for specialists in language development, and people experienced (5)_ child care, to make very detailed (6)_ about how la
3、nguage correlates with age in the early years. (7)_ is known about the patterns of linguistic change that affect older people. It is plain that our voice quality, vocabulary, and style alter (8)_ we grow older, but research (9)_ the nature of these changes is in its earliest stages. However. a certa
4、in amount of (10)_ is available about the production and (11)_ of spoken language by very old people, especially regarding the phonetic changes that take place. Speech is (12)_ to be affected by reductions in the (13)_ of the vocal organs. The muscles of the chest (14), the lungs become less elastic
5、, the ribs (15)_ mobile: as a result, respiratory efficiency at age 75 is only about half (16)_ at age 30, and this has (17)_ for the ability to speak loudly, rhythmically, and with good tone In addition, speech is affected by poorer movement of the soft palate and changes in the facial skeleton, es
6、pecially around the mouth and jaw. There are other, more general signs of age. Speech rate slows, and fluency may be more erratic. Hearing (18)_, especially after the early fifties. Weakening (19)_ of memory and attention may affect the ability to comprehend complex speech patterns. But it is (20)_
7、all had news: vocabulary awareness may continue to grow, as may stylistic ability skills in narration, for example. And grammatical ability seems to be little affected. （ A） speech （ B） terms （ C） ways （ D） cases （ A） obscure （ B） unmistakable （ C） unacceptable （ D） backward （ A） identifying （ B） se
8、eing （ C） telling （ D） hearing （ A） what （ B） this （ C） one （ D） it （ A） of （ B） with （ C） in （ D） for （ A） decisions （ B） determination （ C） predictions （ D） judgments （ A） Few （ B） Nothing （ C） Little （ D） Much （ A） because （ B） that （ C） where （ D） as （ A） into （ B） of （ C） at （ D） over （ A） mess
9、age （ B） information （ C） research （ D） confirmation （ A） edition （ B） reason （ C） comprehension （ D） cause （ A） able （ B） there （ C） therefore （ D） likely （ A） effect （ B） voice （ C） efficiency （ D） sound （ A） weaken （ B） increases （ C） stops （ D） breaks （ A） become （ B） less （ C） are （ D） neither
10、（ A） efficient （ B） existence （ C） remaining （ D） that （ A） subsequences （ B） disadvantages （ C） consequences （ D） advantages （ A） damages （ B） breaks down （ C） deteriorates （ D） put off （ A） faculties （ B） departments （ C） patterns （ D） authority （ A） that （ B） not （ C） clearly （ D） nor Part A Dire
11、ctions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points) 21 It is evident that there is a close connection between the capacity to use language and the capacities covered by the verb“ to think“. Indeed, me writers have identified thinking with
12、 using words: Plato coined the saying, “In thinking the soul is talking to itself“; J. B. Watson reduced thinking to inhibited speech located in the minute movements or tensions of the physiological mechanisms involved in speaking; and although Ryle is careful to point out that there are many senses
13、 in which a person is said to think in which words are not in evidence, he has also said that saying something in a specific frame of mind is thinking a thought. Is thinking reducible to, or dependent upon, language habits? It would seem that many thinking situations are hardly distinguishable from
14、the skilful use of language, although there are some others in which language is not involved. Thought cannot be simply identified with running language. It may be the case, of course, that the non-linguistic skills involved in thought can only be acquired and developed if the learner is able to use
15、 and understand language. However, this question is one which we cannot hope to answer in this book. Obviously being able to use language makes for a considerable development in all ones capacities but how precisely this comes about we cannot say. At the common-sense level it appears that there is o
16、ften a distinction between thought and the words we employ to communicate with other people. We often have to struggle hard to find words to capture what our thinking has already grasped, and when we do find words we sometimes feel that they fail to do their job properly. Again when we report or des
17、cribe our thinking to other people we do not merely report unspoken words and sentences. Such sentences do not always occur in thinking, and when they do they axe merged with vague imagery and the hint of unconscious or subliminal activities going on just out of range. Thinking, as it happens, is mo
18、re like struggling, striving, or searching for something than it is like talking or reading. Words do play their part but they are rarely the only feature of thought. This observation is supported by the experiments of the Wurzburg psychologists reported in Chapter Eight who showed that intelligent
19、adaptive responses can occur in problem solving situations without the use of either words or images of any kind; “,Set“ and “determining tendencies“ operate without the actual use of language in helping us to think purposefully and intelligently. Again the Study of speech disorders due to brain inj
20、ury or disease suggest that patients can think without having adequate control over their language, some patients, for example, fail to find the names of objects presented to them and are unable to describe simple events which they witness; they even find it difficult to interpret long written notic
21、es. But they succeed in playing games of chess or draughts. They can use the concepts needed for chess playing or draughts playing but are unable to use many of the concepts in ordinary language. How they manage to do this we do not know. Yet animals such as Kohlers chimpanzees can solve problems by
22、 working out strategies such as the invention of implements or Climbing aids when such animals have not language beyond a few warning cries. Intelligent or “insightful“ behavior is not dependent in the case of monkeys on language skills: presumably human beings have various capacities for thinking s
23、ituations which are likewise independent of language. 21 According to the theory of “thought“ devised by J. B. Watson, thinking is_. （ A） talking to the soul （ B） suppressed speech （ C） speaking nonverbally （ D） nonlinguistic behavior 22 Which of the following statements is true in the authors opini
24、on? （ A） Ability to use language enhances ones capacities. （ B） Word and thought match more often than not. （ C） Thinking never goes without language. （ D） Language and thought are generally distinguishable. 23 According to the author, when we intend to describe our thoughts_. （ A） we merely report
25、internal speech （ B） neither words nor imagery works （ C） we are overwhelmed with vague imagery （ D） words often fail to do their job 24 Why are patients with speech disorders able to think without having adequate control over language? （ A） They use different concepts. （ B） They do not think lingui
26、stically. （ C） It still remains an unsolved problem. （ D） Thinking is independent of language. 25 What is the main idea of the passage? （ A） In thinking the soul is talking to itself. （ B） Thinking is closely related to the capacity to use language. （ C） Thinking is not necessarily closely related t
27、o the capacity of using language. （ D） Thinking and using language are two different processes. 26 Of all the truths that this generation of Americans hold self-evident, few are more deeply embedded in the national psyche than the maxim “It pays to go to collage“. Since G. Bill transformed higher ed
28、ucation in the aftermath of WWII, a college diploma, once a birthright of the leisured few, has become a lodestone for the upwardly mobile, as integral to the American dream as the pursuit of happiness itself. The numbers tell the story: In 1950s, 43% of high-school graduates went on to pursue some
29、form of higher education; at the same time, only 6% of Americans were college graduates. But by 1992, almost 2 to out of 3 secondary-school graduates were opting for higher education and 21% of a much larger U.S. population had college diplomas. As Prof. Herbert London of New York University told a
30、commencement audience last June: “The college experience has gone from a rite passage to a right of passage“. However, as the class of 1993 is so painfully discovering, while a college diploma remains a requisite credential for ascending the economic ladder, it no longer guarantees the good life. Ra
31、rely since the end of the Great Depression has the job outlook for college graduates appeared so bleak: of the 1.1 million students who received their baccalaureate degrees last spring, fewer than 20% had lined up full-time employment by commencement. Indeed, an uncertain job market has precipitated
32、 a wave of economic fear and trembling among the young. “Many of my classmates are absolutely terrified“, says one of the fortunate few who did manage to land a permanent position. “They wonder if theyll ever find a job“. Some of this recession-induced anxiety will dissipate if a recovery finally be
33、gins to generate jobs at what economists consider a normal rate. But the sad fact is that for the foreseeable future, college graduates will be in considerable surplus, enabling employers to require a degree even for jobs for which a college education is really unnecessary. According to Kristina She
34、lley of the Bureau of Labor Statistics who bases her estimate on a “moderate projection“ of current trends 30 percent of college graduates entering the labor force between now and the year 2005 will be unemployed or will find employment in jobs for which they will be overqualified, joining what econ
35、omists call the “educationally underutilized“. Indeed, it may be quite a while if ever before those working temporarily as cocktail waitresses or taxi drivers will be able to pursue their primary career paths. Of course waiting on tables and bustling cab fares are respectable ways to earn a living.
36、But they are not quite what so many young Americans and their parents had in mind as the end product of four expensive years in college. 26 The author tries to convince us that_. （ A） the purely economic rationale for college is not as compelling as it once was （ B） college education paves the way f
37、or future success （ C） a college diploma is the prerequisite credential for better jobs （ D） higher education faces an unforeseeable future 27 According to the passage, which of the following is true? （ A） A college diploma used to be the privilege of the rich. （ B） A college diploma helps one to re
38、alize his American dream. （ C） College graduates can easily get permanent positions. （ D） College graduates are optimistic about their career in the future. 28 What does the sentence “the college experience has gone from a rite passage to a right of passage“ mean? （ A） Going to college is necessary.
39、 （ B） Going to college has become ordinary. （ C） Going to college is a civil right. （ D） Going to college is expensive. 29 The numbers in the first paragraph are cited to show that now_. （ A） college graduates are surplus （ B） college diplomas are necessary to go upward in the society （ C） college d
40、iplomas are requisite credentials for getting good jobs （ D） more and more young people in the U.S. go to college 30 According to the passage, what muses educationally underutilizing? （ A） College graduates are more than the society needs. （ B） The payment to blue-collar workers is much higher than
41、that of white-collar employees. （ C） It is fashionable to be waitresses or taxi drivers. （ D） People respect those who once did physical work. 31 If sustainable competitive advantage depends on work-force skills, American firms have a problem. Human-resource management is not traditionally seen as c
42、entral to the competitive survival of the firm in the United States. Skill acquisition is considered an individual responsibility. Labor is simply another factor of production to be hiredrented at the lowest possible cost much as one buys raw materials or equipment. The lack of importance attached t
43、o human-resource management can be seen 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 corporate hierarchy. The executive who holds it is ne
44、ver consulted on major strategic 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 executive, after the CEO, in the firms hierarchy. While American firms often talk
45、about the vast amounts spent on training their 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 more highly concentrated on professional and managerial employees. And the limited investments that are made
46、 in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than 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 e
47、xample, 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 equipment is up and running at capacity, and the need for
48、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 the wages of the top half. If the bottom half cant ef
49、fectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear. 31 Which of the following does not apply to the management of human resources in American companies? （ A） They attach more importance to workers than to equipment. （ B） They will spend time and money training workers. （ C） They see the gaining of skills as their employees own business. （ D） They hire people at the lowest cost regardless
