2014年考研英语冲刺：英语二新题型押题

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　　标题匹配
    　　Passage 1
    　　Directions:
    　　You are going to read a list of headings and a text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)
    　　[A] What to do as a student?
    　　[B] Various definitions of plagiarism
    　　[C] Ideas should always be sourced
    　　[D] Ignorance can be forgiven
    　　[E] Plagiarism is equivalent to theft
    　　[F] The consequences of plagiarism
    　　Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is "the wrongful appropriation or purloining, and publication as one's own of the ideas, or the expression of ideas of another."
    　　41.
    　　The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.
    　　42.
    　　Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars' ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students' inexactness in identifying sources properly.
    　　They are plagiarism by accident, by ignorance, and by intention.
    　　43.
    　　Plagiarism by accident, or oversight, sometimes is the result of the writer's inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
    　　44.
    　　Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography — are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although 'there is no copyright in news, or in ideas, only in the expression of them," the writer cannot plead ignorance when his sources for ideas are challenged.
    　　45.
    　　The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
    　　The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.
    　　Passage 2
    　　Directions:
    　　You are going to read a list of headings and a text about how to select a fund. Choose the most suitable heading from the list A—F for each numbered paragraph (41-45). The first and last paragraph of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET1.(10 points).
    　　A) Watching related expenses and making wise choice.
    　　B) Paying attention to details
    　　C) Weighing your financial goals and expectations first
    　　D) Maintaining realistic expectations
    　　E) Narrowing the Search
    　　F) Not too special
    　　Eating better. Exercising Investing. There are a lot of things you know should he doing. There problem is that getting started always seems to be the hardest part. For many investors, mutual funds are a good way to go, but trying to sort through the number of available choices——now more than 1 0,000——makes this important task appear overwhelming Let’s look at some ways to cut that number down to a reasonable size, as well as other factors to consider when selecting your first fund.
    　　41.
    　　Before you begin examining potential investments, it’s important to take some time to access your own goals and risk tolerance. If you start with a clear objective in mind, as well as an understanding as to how you might react if your investment loses money, you’11 be less likely to purchase a fund that doesn’t fit your needs .And that’s what often leads it disappointment It is important to look for funds that are appropriate—are for both your goals and your investment temperament.
    　　42.
    　　One way to begin your search for a good fund is to use the Morning star rating. The rating is a useful tool for narrowing the field to funds that have done a good job of balancing return and risk in the past. To assign rating, Morningstar uses a formula that compares a fund’s risk—adjusted historical performance with that of other funds within four rating groups——domestic stock funds, international stock funds, taxable bond funds, and municipal bond funds.
    　　43.
    　　Funds that invest solely in a single market sectors, called specialty funds, often have impressive returns and may be great additions to a diversified portfolio. However, the success of such funds depends largely on the fortunes of a particular market sector. Hence, specialty funds probably aren’t the best way to start. For your first fund, look for a diversified stock fund that has exposure to different types of stocks.
    　　44.
    　　There’s no free lunch in fund investing：1n addition to the sales fees that some fund companies charge, fund investors must also pay management fees and trading cost. Unfortunately, you don’t necessarily get what you pay for—no one has ever shown that more expensive funds provide greater returns. Look for funds with reasonable costs. The expense ratio, which expresses annual costs as a percentage amount, is probably the best number to use when comparing mutual fund costs.
    　　45.
    　　Whatever the market does, try to take it in stride. You’re in for the long haul, so don’t worry about the market’s day—to—day gyrations. Relax and resist the temptation to monitor your first investment daily. Check in on your mutual funds once a month, and give your portfolio a thorough exam every 6 to 12 months. And consider adding to your fund each month. An automatic investment plan makes it a relatively painless process. Finally, remember that the ultimate measure of your Success as an investor depends not on your owning the best—performing mutual fund. Only one fund will be the top performer over the next decade, and there’s no way to predict which one it will be. Meeting your own financial goals should ultimately be the yardstick by which you measure your investment success.
    　　2014年考研冲刺备考专题
    　　2014年考研试题答案-跨考教育考后首发

kytwo

    　　Passage 3
    　　Directions:
    　　You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A—G that best fits the meaning of each numbered part of the text (41-45). The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
    　　A. Set a Good Example for Your Kids
    　　B. Build Your Kids’ Work Skills
    　　C. Place Time Limits on Leisure Activities
    　　D. Talk about the Future on a Regular Basis
    　　E. Help Kids Develop Coping Strategies
    　　F. Help Your Kids Figure Out Who They Are
    　　G. Build Your Kids’ Sense of Responsibility
    　　How Can a Parent Help?
    　　Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job’s starting salary seems too small to satisfy an emerging adult’s need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what I call “work-life unreadiness.”
    　　41.
    　　You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best.
    　　42.
    　　Kids need a range of authentic role models – as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Discuss the joys and downsides of your own career and encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying “I have no idea.” They can change their minds 200 times, but having only a foggy view of the future is of little good.
    　　43.
    　　Teachers are responsible for teaching kids how to learn; parents should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities.
    　　44.
    　　Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs.
    　　45.
    　　They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations.
    　　What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult (as naive or ill conceived as it may seem) while becoming a partner in exploring options for the future. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them.
    　　Passage 4
    　　Directions：You are going to read a list of headings and a about teaching a second language. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)
    　　Asking for parental involvement
    　　Setting up small groups
    　　Making classroom events predictable
    　　Extending the patterns of classroom communications
    　　Supporting students’ use of language for second language acquisition
    　　Encouraging students to use models
    　　Allowing variability in the patterns of classroom communications
    　　How to Teach a Second Language
    　　It should be evident that the way in which the patterns of communication are established and maintained in second language classroom is not random. Teachers, by virtue of the status they hold and the ways they use language, have the authority to retain control over both the content and structure of classroom communication. At times, teachers tightly control the topic of discussion, what counts as relevant to that topic, who may participate and when. At other times, teachers grant a varying degree of control to their students by allowing them to select when and how they will participate. Thus, the patterns of classroom communication depend largely on how teachers use language to control the structure and content of classroom events.
    　　_________41____________________________________________________________________
    　　To promote the patterns of communication I second language classrooms, teachers must establish an atmosphere in and outside the classroom that is encouraging, supporting and accepting of any and all student contributions. This means accepting student contributions not as right or wrong answers but as an indication of where students are, what students understand and how they have made sense of what they are learning. For example, second language students spend much less time in school than outside school. Therefore, what they learn at home and in their primary social communities greatly influence how they learn, talk, act and interact. If teachers wish to promote communications in second language classrooms, they must make efforts to learn about the home culture and social communities of their second language students by working closely with parents and community members.
    　　____________________________42__________________________________________
    　　As for second language classroom communication, when students know exactly what is expected of them and have plenty of opportunities to prepare, they are more willing and able to participate in classroom events. To do so, teachers can provide students with models to demonstrate exactly what they are expected to do within the con of full performance.
    　　______________________________43___________________________________________
    　　Nevertheless, teachers need to adjust their instructional practices to adapt to their students’ communicative behavior. This means teachers need to bring into classrooms students’ own frames of reference, particularly their cultural beliefs, assumptions and expectations about who they are and what role they should play.
    　　____________________________________44_________________________________________
    　　Teachers need to find out the most effective form and way to deliver language to students and help their learning. It is proposed that small group activities are more conducive for learning since they tend to distance teachers’ control over the patterns of communication. In addition, small group activities enable students to take a more active role in what they are learning, as well as have more opportunities to contribute to and help formulate the information that is generated and learned.
    　　___________________________________45_____________________________________
    　　Students are challenged to use language that is beyond their current proficiency level, and their attempts to do so should be supported by teachers. In this way, students have opportunities to participate in a range of language functions and use language in both planned and unplanned discourse. Consequently, students will gradually develop their own ability to master a second language.
    　　This chapter has examined a range of issues that teachers must consider if they wish to promote more effective language learning of their second language students: they must be willing to look and listen to their students, to see what they are capable of, to alter, to adjust and extend what they do, so as to maximize their students’ competencies and performance.
    　　2014年考研冲刺备考专题
    　　2014年考研试题答案-跨考教育考后首发

kyone

    　　Passage 5
    　　Directions：You are going to read a list of headings and a about business school and MBA(Master of Business Administration) education. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)
    　　MBA program boom in South Africa
    　　Current assessment of MBA programs
    　　Views on the rankings of MBA programs
    　　Abundance of MBA programs worldwide
    　　Rankings are misleading
    　　Variation in MBA courses
    　　Prominence as a factor in assessment
    　　Choosing an MBA program
    　　Business school enrollment has jumped in the past few years as increasing numbers of students seek careers in the world. The rising demand has encouraged intense competition and growth among business programs.
    　　___________________________________41______________________________________
    　　Students find deciding on an MBA program to be a daunting task. This is in part due to the proliferation of options. There are now more than 1,000MBA programs in the United States, 700 in Europe---including over 300 in Britain--- and some 525 in the rest of the world, with the greatest concentration in the Asia-Pacific region. The boom has recently hit South Africa as well, where ten years ago, the nation offered half a dozen programs. Now more than 40 are provided, most by foreign business schools. In some respects, the schools differ little--- 75percent of them are general management programs. But the options remain, with full-time programs accounting for only 42 percent of the total, the rest being part-time, modular and distance learning.
    　　______________________________42___________________________________________
    　　Some full-time programs are delivered through evening-only lectures, and some modular programs are full-time because of so much project work. More than 90 percent of the programs are in English, the others being offered in 23 languages with Spanish the most common. Many programs---especially the executive ones---require years of experience before admission. Yet “executive” can also define a part-time, accelerated program. The potential student---prepared to spend around﹩15,000 per year--- faces a bewildering array of products, often described in inconsistent terminology but with no essential difference in instruction.
    　　_________________________________43________________________________________
    　　Business schools, with a few notable exceptions, have not clearly explained their assessment comparison criteria. They argue that an MBA is an MBA, differing only in the name and cost of the issuing school. In order to help the layman, newspapers have often stepped in to shed light on this confusion, judging schools and programs, and providing rankings.
    　　_________________________________44_______________________________________
    　　Applicants prefer rankings, but the school for them most part do not. European schools, in particular, argue that rankings are misleading as they may use a narrow range of often-inappropriate measures which fail to reveal the true competence of unique programs. Several schools have contested and boycotted league tables. Nevertheless, the number of business schools which participate in rankings is actually growing, in part because rankings tell potential customers what they need to know. Since business schools must market to applicants as if they were consumers, most take rankings seriously.
    　　___________________________________45____________________________________
    　　A ranking is just one factor that underpins the success of schools and MBA programs. The programs must not only rank highly, they must also be known. Schools want their programs---and graduates want their degrees ---to receive instant recognition and respect. Until recently, prominence has been largely overlooked in the assessment of MBA programs, but the Internet now provides another channel of communication and reputation for schools and their market.
    　　The MBA is the principal product in the most market-oriented sector of higher education. Given the globalization of business, increased communication, and the ability to deliver content to individuals wherever they are, the complexity and competitiveness of this pioneering educational marketplace can only increase.
    　　Passage 6
    　　Directions：You are going to read a list of headings and a about U.S. firms participating global competition. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)
    　　Entering international markets
    　　Satisfying global customers
    　　Lowering prices by manufacturing overseas
    　　Facing threats of global markets
    　　Recognizing the constraints of global markets
    　　Being better than competition
    　　Coordinating marketing activities
    　　We live in an increasingly interdependent world, and perhaps someday we will live in a “world without borders”, to borrow from the title of a provocative book of 1970s. Globalization is of great significance to both poor and rich nations, since competition now spans beyond borders.
    　　_____________________________41__________________________________________
    　　“The world is too much with us,” said Wordsworth. That could be the main complaint of many U.S. businesses that see themselves threatened by increases in imported goods. Imports were only 1 percent of the U.S. gross national products (GNP) in 1954; they were 6 percent of GNP in 1964 and 10 percent in 1984. The interdependence suggested by such terms as global village and world economy is being recognized by business managers. Therefore, many more U.S. firms, whether they like it or not, will be forced to become part of world markets and global competition. Meanwhile, other nations such as Japan and Germany have had open economies for some time. Their firms are more accustomed to selling in international markets. Hence, U.S. firms have some catching up to do to compete effectively and gain market share in world markets.
    　　______________________________42_____________________________________
    　　To compete in world markets, firms must have an in depth understanding of customers’ needs. If customers needs differ dramatically across countries and regions, a company must consider how to adapt its products and various elements of the marketing mix to customer needs. If prices must be lowered, the company needs to consider how to design a product to lower manufacturing costs and decide whether to manufacture the product at home or overseas to achieve lower cost. A well-articulated distribution and logistics system is needed to make goods and services available at the point of sale in sufficient quantities. Firms also need to develop global customer database and information systems to understand and respond to customer needs and purchasing decisions.
    　　________________________________43_______________________________________
    　　Firms must contend with both domestic and global competition. Global competitors could include large multinational and state-owned enterprises that might be market share oriented rather than profit oriented as well as small local firms with other goals. Long-term success comes in part from monitoring, assessing and responding to actions by all sorts of competitors, especially through understanding the competitive and comparative advantages enjoyed by competitors, and finally ensuring success by offering more value, developing superior brand image and product positioning, broader product range, lower prices, higher quality and superior distribution services to more effectively meet customers’ need.
    　　_________________________________44________________________________________
    　　International marketing creates a new level of complexity. In order to face this challenge, firms must consider staffing and allocating responsibilities across marketing units in different countries, and deciding which decision to decentralize or to control from headquarters, whether to develop standardized campaigns and plans, and how much local responsiveness is appropriate.
    　　_________________________________45______________________________________
    　　As firms attempt to market in the international arena, they not only face challenges from different competitors, but need to cope with cultural and economic differences that exist in the marketing infrastructure, such as the financial regulations imposed b local governments, and the impact of government policies, especially protectionist and other policies that may unfairly benefit competitors and create difficulty in market entry. To level the playing field, a firm may decide to begin manufacturing overseas to lower its costs and match the lower prices of strong international competition. Very often, a firm may not find it feasible to go alone into foreign markets. In this case, its international marketing endeavor becomes more complex as it joins with a local partner that has specialized knowledge of a specific market and its customers. Some firms find that local partners can force them to change the way they do business. A local partner may insist that the firm accept payment in kind: orange juice or wine in return for machinery, which means a firm has to peddle orange juice or wine around the world.
    　　Although the global market is attractive, U.S. firms have been slow to take advantage of it. The United States has always been one of the world’s largest markets. However, ignoring foreign markets and foreign competition has two dangers for U.S. companies: losing market share at home and not profiting from higher growth in markets overseas.
    　　参考答案：
    　　Passage 1 FADCE
    　　Passage 2 CEFAD
    　　Passage 3 FDBCE
    　　Passage 4 DCGBE
    　　Passage 5 DFBCG
    　　Passage 6 ABFGE
    　　2014年考研冲刺备考专题
    　　2014年考研试题答案-跨考教育考后首发