1、考研英语（完形填空）模拟试卷 63（无答案）一、Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D. (10 points) 0 For most of human history rich people had the most leisure. On the other hand, the poor have typically worked persistently. Hans-J
2、oachim Voth, an economic historian, says that in 19th century you could tell how poor somebody was by how【C1】_they worked.Today things are【C2 】_. Overall working hours have【C3 】_over the past century. But the rich have begun to work longer hours than the poor.There are a number of【 C4】_. One is that
3、 higher wages make leisure more expensive: if people take time【C5】_they give up more money. Since the 1980s the【C6】_of those at the top have risen strongly, while those below the median have stood still or fallen. Thus rising【C7】_encourages the rich to work more and the poor to work less.The【C8 】_of
4、 work and leisure in the rich world has also changed. Back in 1899 Thorstein Veblen offered his【C9】_on things. He argued that leisure was a “badge of honor“. Rich people could get others to do the 【C10】_ , repetitive work. Yet Veblens leisure class was not【C11】_ Rather they engaged in “exploit“:【C12
5、】_and creative activities such as writing, charity and【C13】_.Veblens theory needs【C14】_. Work in advanced economies has become more【C15 】_and intellectual. There are fewer really dull jobs, like lift-operating, and more【C16】_ones, like fashion design. That means more people than ever can enjoy “expl
6、oit“ at the【C17】_. Work has come to offer the sort of pleasures that rich people used to 【C18】_in their leisure time. On the other hand, leisure is【C19】_a sign of social power. Instead it【C20 】_uselessness and unemployment.1 【C1 】（A）long（B） much（C） well（D）often2 【C2 】（A）identical（B） similar（C） diffe
7、rent（D）satisfying3 【C3 】（A）risen（B） weakened（C） granted（D）fallen4 【C4 】（A）explanations（B） requirements（C） workouts（D）consequences5 【C5 】（A）over（B） off（C） after（D）on6 【C6 】（A）pensions（B） tuitions（C） salaries（D）qualifications7 【C7 】（A）comparison（B） comprehension（C） inflation（D）inequality8 【C8 】（A）stat
8、us（B） guidance（C） genre（D）allocation9 【C9 】（A）doubt（B） opposition（C） take（D）support10 【C10 】（A）innovative（B） dirty（C） decent（D）plausible11 【C11 】（A）idle（B） industrious（C） reliable（D）pessimistic12 【C12 】（A）boring（B） simple（C） misleading（D）challenging13 【C13 】（A）typing（B） debating（C） documenting（D）jog
9、ging14 【C14 】（A）understanding（B） assisting（C） updating（D）repairing15 【C15 】（A）labor-intensive（B） data-intensive（C） capital-intensive（D）knowledge-intensive16 【C16 】（A）glamorous（B） monotonous（C） damaging（D）risky17 【C17 】（A）home（B） school（C） office（D）station18 【C18 】（A）abolish（B） eliminate（C） propose（D
10、）seek19 【C19 】（A）more or less（B） no longer（C） no doubt（D）no more20 【C20 】（A）symbolizes（B） determines（C） triggers（D）protests20 “Money Matters on Campus“ is a recently released study on financial literacy among young adults. It supports providing students with the opportunity to learn how to make【C1 】
11、_ decisions about their consumer choices, how to manage money on their own, and how to grow and protect their financial【C2】_before they enter college or the workforce.The study【C3】_more than 65,000 first-year college students across the U.S. on banking, savings, credit cards and school loans, as wel
12、l as a series of questions designed to【 C4】_students financial knowledge. Researchers found【 C5】_differences in the financial 【C6】_of students based on age, race, 【C7 】_and institution type.Students who received financial literacy education in high school scored significantly higher than their【C8】_o
13、n financial knowledge questions such as how much to set aside in an emergency【C9】_and what to do if you have too many credit cards. Even more importantly, the students who had previous financial literacy education were found to be more responsible【C10】_it comes to their moneyfor example, they were m
14、ore financially【C11】_and more unwilling to【C12 】_debt in general.As financial【C13】_are the number one reason students leave college, engaging students at the outset of their college experience will【C14】_the likelihood that they will make【C15】_ financial decisions and complete their degree on time. A
15、nd while traditional financial literacy education has focused【C16】_on providing financial knowledge, “Money Matters on Campus“ research amplifies the need to【C17】_students individual attitudes, motivations and 【C18】_. By providing students with relevant information that【C19】_home immediately, this i
16、nitiative has led to an 11 percent drop in federal loan borrowing at the【C20 】_.21 【C1 】（A）informed（B） inspired（C） inevitable（D）influential22 【C2 】（A）activities（B） assets（C） accounts（D）abilities23 【C3 】（A）detected（B） assembled（C） included（D）surveyed24 【C4 】（A）assess（B） acquire（C） accumulate（D）transf
17、er25 【C5 】（A）minor（B） fundamental（C） significant（D）sophisticated26 【C6 】（A）aptitudes（B） capacities（C） capabilities（D）enthusiasms27 【C7 】（A）gender（B） hometown（C） hobby（D）taste28 【C8 】（A）ancestors（B） peers（C） candidates（D）colleagues29 【C9 】（A）room（B） alarm（C） fund（D）goods30 【C10 】（A）while（B） although（
18、C） when（D）moreover31 【C11 】（A）temperamental（B） subjective（C） ambiguous（D）cautious32 【C12 】（A）incur（B） pay（C） consolidate（D）get33 【C13 】（A）issues（B） investments（C） crises（D）aids34 【C14 】（A）eliminate（B） minimize（C） undermine（D）maximize35 【C15 】（A）random（B） biased（C） sound（D）arbitrary36 【C16 】（A）absolutely（B） eventually（C） accurately（D）primarily37 【C17 】（A）cater to（B） intend for（C） account for（D）correspond to38 【C18 】（A）occupations（B） behaviors（C） ambitions（D）assignments39 【C19 】（A）goes（B） leaves（C） hits（D）finds40 【C20 】（A）school（B） hospital（C） factory（D）government
