1、MBA（英语）阅读理解练习试卷 15 及答案与解析一、Section III Reading ComprehensionDirections: Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.0 Non-indigenous (non-native) species of plants and animals arrive by way of two general typ
2、es of pathways. First, species having origins outside the United States may enter the country and become established either as free-living populations or under human cultivation-for example, in agriculture, horticulture, aquaculture, or as pets. Some cultivated species subsequently escape or are rel
3、eased and also become established as free-living populations. Second, species of either U.S. or foreign origin and already within the United States may spread to new locales. Pathways of both types include intentional as well as unintentional species transfers. Rates of species movement driven by hu
4、man transformations of natural environments as well as by human mobility-through commerce, tourism, and travel-greatly exceed natural rates by comparison. While geographic distributions of species naturally expand or contract over historical time intervals (tens to hundreds of years), species ranges
5、 rarely expand thousands of miles or across physical barriers such as oceans or mountains. Habitat modification can create conditions favorable to the establishment of non-indigenous species. Soil disturbed in construction and agriculture is open for colonization by non-indigenous weeds, which in tu
6、rn may provide habitats for the non-indigenous insects that evolved with them. Human-generated changes in fire frequency, grazing intensity, as well as soil stability and nutrient levels similarly facilitate the spread and establishment of non-indigenous plants. When human changes to natural environ
7、ments span large geographical areas, they effectively create passages for species movement between previously isolated locales. The rapid spread of the Russian wheat aphid to fifteen states in just two years following its 1986 arrival has been attributed in part to the prevalence of alternative host
8、 plants that are available when wheat is not. Many of these are non-indigenous grasses recommended for planting on the forty million or more acres enrolled in the U.S. Department of Agriculture Conservation Reserve Program. A number of factors perplex quantitative evaluation of the relative importan
9、ce of various entry pathways. Time lags often occur between establishment of non-indigenous species and their detection, and tracing the pathway for a long-established species is difficult. Experts estimate that non-indigenous weeds are usually detected only after having been in the country for thir
10、ty years or having spread to at least ten thousand acres. In addition, federal port inspection, although a major source of information on non-indigenous species pathways, especially for agriculture pests, provides data only when such species enter via closely-examined routes. Finally, some compariso
11、ns between pathways defy quantitative analysis-for example, which is more “important“: the entry path of one very harmful species or one by which many but less harmful species enter the country?1 The first pathway of a foreign species of plants to enter America is independent of human assistance. （A
12、）True（B） False2 Human beings play a greater part in species movement than does nature. （A）True（B） False3 It usually takes a longer time for species to expand naturally. （A）True（B） False4 Non-indigenous species are not subject to those habitat changes produced by human being. （A）True（B） False5 Foreig
13、n weeds can be discovered after researchers had observed them for more than thirty years. （A）True（B） False5 Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter and sometimes violent dispute. By 1965, when a measure of genui
14、ne integration had become a reality in many school districts, the schools again found themselves in the eye of a stormy controversy. This time the question was not which children were going to what schools but what kind of education society should provide for the students; the goal of high academic
15、performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more liberal and free schooling. Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated-some of them d
16、esperately so-over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife
17、, deadly weaponry, and discrimination. Pressure for reform came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly. The blacks wanted new textbooks in which their peopl
18、e were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account
19、 the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognize
20、d their existence as individual human beings rather than as faceless robots competing for grades. Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students social and et
21、hnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s as alternativ
22、es to and examples for the traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservatives and liberals. 6 In 1965, a heated dispute was centered on whether to st
23、op segregation in schools. （A）True（B） False7 Students were disappointed with the Vietnam war while the country cheered them up. （A）True（B） False8 Students and educators reached an agreement on the necessity of reforming education. （A）True（B） False9 The blacks were opposed to those aptitude tests bec
24、ause they could not score well. （A）True（B） False10 It can be found that more flexibility is demonstrated in the school teaching to satisfy the need of various students. （A）True（B） FalseMBA（英语）阅读理解练习试卷 15 答案与解析一、Section III Reading ComprehensionDirections: Read the following four passages. Answer the
25、 questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.【知识模块】 阅读理解1 【正确答案】 B【试题解析】 在第一段第二句中，我们知道“外来”物种在人类的协助下进入美国，所以不能“独立”于人类之外。 【知识模块】 阅读理解2 【正确答案】 A【试题解析】 第一段倒数第二句有比较，说明人类的作用大大超过自然的贡献。 【知识模块】 阅读理解3 【正确答案】 A【试题解析】 在第一段最后一句中可以发现，物种的自然迁移耗时长，还有地域的限制。 【知识模块】 阅读理解4 【
26、正确答案】 B【试题解析】 第二段第三句告诉我们，人类造成的种种变化有利于物种的迁移和扩散。 【知识模块】 阅读理解5 【正确答案】 B【试题解析】 最后一段第三句中，专家们预计，外来杂草需要三十年才能被本地人所认识，并非“研究者”观察三十多年。 【知识模块】 阅读理解【知识模块】 阅读理解6 【正确答案】 B【试题解析】 首段第二句告诉我们争论出现了，第三句讨论了争论的问题，而这个问题同“是否禁止隔离”无关，与学校的办学理念有关。 【知识模块】 阅读理解7 【正确答案】 B【试题解析】 第二段第一句表示，学生们对海外的越战很不认同，也反对美国国内的冷漠和无情，所以这个选项的后半截有误。 【知识模块】 阅读理解8 【正确答案】 A【试题解析】 第二段最后一句告诉我们，学生和老师双方都认识到了学校改革的必要性，只是在改革的内容方面有分歧。 【知识模块】 阅读理解9 【正确答案】 B【试题解析】 第三段第二句可以看出，黑人学生的确反对那些标准化考试；第三句进一步告诉我们，反对的理由是考试的内容忽略了黑人种族的文化特征，并非黑人学生考生成绩不好所致。 【知识模块】 阅读理解10 【正确答案】 A【试题解析】 最后一段第一句告诉我们，现在学校教学方面很灵活，以适应不同学生的需求。 【知识模块】 阅读理解
