2014考研英语模拟测试题四

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　　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 on
　　ANSWER SHEET 1. (10 points)
　　Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an 1
　　should be made even before choice of a curriculum in high school. Actually, 2 , most people make several
　　job choices during their working lives, 3 because of economic and industrial changes and partly to improve
　　4 position. The “one perfect job” does not exist. Young people should 5 enter into a broad flexible
　　training program that will 6 them for a field of work rather than for a single 7 .
　　Unfortunately many young people have to make career plans 8 benefit of help from a competent
　　vocational counselor or psychologist. Knowing 9 about the occupational world, or themselves for that
　　matter, they choose their lifework on a hit-or-miss 10 . Some drift from job to job. Others 11 to work
　　in which they are unhappy and for which they are not fitted. One common mistake is choosing an occupation for
　　12 real or imagined prestige. Too many high-school students—or their parents for them—choose the
　　professional field, 13 both the relatively small proportion of workers in the professions and the extremely
　　high educational and personal 14 . The imagined or real prestige of a profession or a “White-collar” job is
　　15 good reason for choosing it as life’s work. 16 , these occupations are not always well paid. Since a
　　large proportion of jobs are in mechanical and manual work, the 17 of young people should give serious
　　18 to these fields.
　　Before making an occupational choice, a person should have a general idea of what he wants 19 life
　　and how hard he is willing to work to get it. Some people desire social prestige, others intellectual satisfaction.
　　Some want security; others are willing to take 20 for financial gain. Each occupational choice has its
　　demands as well as its rewards.
　　1. [A] identification [B] entertainment [C] accommodation [D] occupation
　　2. [A] however [B] therefore [C] though [D] thereby
　　3. [A] entirely [B] mainly [C] partly [D] his
　　4. [A] its [B] his [C] our [D] their
　　5. [A] since [B] therefore [C] furthermore [D] forever
　　6. [A] make [B] fit [C] take [D] leave
　　7. [A] job [B] way [C] means [D] company
　　8. [A] to [B] for [C] without [D] with
　　9. [A] little [B] few [C] much [D] a lot
　　10. [A] chance [B] basis [C] purpose [D] opportunity
　　11. [A] apply [B] appeal [C] stick [D] turn
　　12. [A] our [B] its [C] your [D] their
　　13. [A] concerning [B] following [C] considering [D] disregarding
　　14. [A] preferences [B] requirements [C] tendencies [D] ambitions
　　15. [A] a [B] any [C] no [D] the
　　16. [A] Therefore [B] However [C] Nevertheless [D] Moreover
　　17. [A] majority [B] mass [C] minority [D] multitude
　　18. [A] proposal [B] suggestion [C] consideration [D] appraisal
　　19. [A] towards [B] against [C] out of [D] without
　　20. [A] turns [B] parts [C] choices [D] risks
　　Section II Reading Comprehension
　　Part A
　　Directions
　　Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your
　　answers on ANSWER SHEET 1. (10 points)
　　Text 1
　　The “new economic order” is a global one. Policymakers, educators, business, and industry are all
　　concerned with strengthening the United States for competition in this new arena. Career education has generally
　　focused on helping people understand the relationship between education and work and acquire employability
　　skills. Now people need assistance in realizing the opportunities and meeting the challenges of the international
　　workplace.
　　The evolving global economy is based on a number of factors: decreasing transportation and
　　communications costs, new political structures and economic alliances. The most important influence is the
　　emergence of flexible, information-based technologies. Profound economic and social changes are creating new
　　market standards (productivity, quality, variety, customization, convenience, timeliness) and integrating
　　producers and consumers into network for delivering goods and services globally or locally. Meeting these
　　standards requires great changes in organizational structures, skill needs, and jobs.
　　According to Carnevale, competitive organizations will be characterized by productivity, flexibility, speed,
　　affordable quality, and customer focus. Many organizations will emphasize closely integrated workgroups,
　　teamwork, and shared information. The need for certain types of workers is being reduced or eliminated. At the
　　same time, freer movement of some workers across national borders is escalating; other workers may engage in
　　“electronic immigration,” interacting through telecommunications with their employers in other countries.
　　The global economy will influence people’s lives whether or not they are employed in international firms.
　　In the new economy, nations compete not only with each other’s economic systems, but also with each other’s
　　research and development and educational systems. Global events affect domestic economies.
　　Other characteristics of work in the new economy also have implications for career development. Managers
　　will become brokers/facilitators; there will be more technical specialists, and shorter, flatter career ladders.
　　Instead of the old-style division of labor into discrete tasks, job functions will converge, and work teams will
　　consist of individuals who alternate expert, brokering, and leadership roles. Rewards will be based more on the
　　performance of teams and networks.
　　A number of the skills needed for work in the global economy are reflected in current curricular emphases
　　such as development of critical thinking skills, tech prep, the integration of vocational and academic education.
　　Career educators can collaborate with vocational and academic educator and employers in documenting the need
　　for these skills and infusing them in a multidisciplinary approach. As Zwerling puts it, “the best liberal education
　　may come to be seen as career education; the best career education may be seen to be liberal education.” The
　　challenges of the global economy are an opportunity not only for work organizations to redesign themselves
　　across reenvision ways to prepare people for life and for work.
　　21. In face of the evolving global economy, the author suggests that the emphasis on career education be
　　shifted to .
　　[A] facilitating the acquisition of employability skills
　　[B] strengthening the United States for competition with other countries
　　[C] preparing people for the challenges of the international workplace
　　[D] understanding flexible and information-based technologies
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　　22. The changes in the skills needed for work in the new economy are prompted mainly by .
　　[A] new political structures [B] new market standards
　　[C] decrease in transportation [D] organizational structures
　　23. All of the following are true of the work in the new economy EXCEPT .
　　[A] the emphasis of collective efforts directed at a task
　　[B] a worker’s ability to shift between roles
　　[C] more specialized jobs resulting from division of labor
　　[D] intensified competition in research and education
　　24. What Zwerling means by “liberal education” is education directed at .
　　[A] training students’ employability skills
　　[B] transcending traditional boundaries
　　[C] encouraging students to think freely and critically
　　[D] promoting students’ academic capabilities
　　25. The passage is mainly about .
　　[A] the features of work and career education in the new era
　　[B] the influence of the evolving global economy on education
　　[C] the emergence of a new economic and political order
　　[D] the need for new rules of competition in the international market
　　Text 2
　　Though news media emphasize macroeconomic problems, a strong case can be made that problems
　　involving economic growth and development are far more important. Indeed, economics began when Adam
　　Smith set out to explain how a nation becomes wealthy, or in today’s terms, how it develops economically.
　　There are several reasons why the issues of development may not attract the attention they deserve both in
　　economics courses and in the headlines. Most economists and reporters live in industrialized nations where
　　development problems are no longer serious. Another reason may be that the analytical tools of economics have
　　problems dealing with issues of development because individual creativity is a key ingredient in development.
　　Someone must see opportunities and decide how to take advantage of them. Creativity is by its nature almost
　　impossible to incorporate in theories. Theories try to explain regularities, but the essence of creativity is that it
　　produces something new, an irregularity.
　　On the other hand, the twentieth century has had some interesting experiments concerning the conditions
　　which generate or support economic development. There have been sharp contrasts between economic conditions
　　in South Korea and North Korea, between East Germany and West Germany. Though one may attribute these
　　differences to a variety of factors, one factor that explains a great deal of the disparity is the structures of
　　incentives which governments establish.
　　Those governments which have prohibited, penalized or severely curtailed business entrepreneurship (a
　　form of creativity) have generally had much poorer results than those nations which have not discouraged
　　entrepreneurship. When business entrepreneurship is eliminated, citizens are unable to substantially improve
　　their lot through economic activity, and either must be content with their station in life or turn to other avenues
　　for improvement, such as the military, politics, or religion. Sometimes nations discourage business
　　entrepreneurship under the banner of high-sounding doctrines, but often they do so as a way of protecting
　　existing businessman and others of wealth. One could argue that the suffering worldwide caused by government
　　incentives which discourage economic development far exceed those which inflation and recessionary
　　unemployment cause.
　　However, economic development is more than a problem of discovering some ideal set of government
　　incentives. The situations listed in the previous paragraph show how different incentives affect those with a
　　similar culture. In other countries we see that different cultural groups fare very differently when they face
　　similar incentives coming from government policy. For example, in the United States people of Chinese and
　　Japanese ancestry have outperformed those of European ancestry despite considerable obstacles placed in their
　　way. Economics lacks tools to examine cultural differences and distinctions. The role that culture plays in
　　economic development has been a barrier to good economic theories of that development.
　　26. It can be inferred from the passage that the newspaper in Western countries .
　　[A] fails to employ reporters who really know macroeconomic problems
　　[B] seldom sends economists and reporters to less industrialized nations
　　[C] attaches no importance to individual creativity in economic activities
　　[D] does not carries enough discussion on development problems
　　27. Economics is inherently flawed in dealing with development problems because .
　　[A] it never takes individual activities into account
　　[B] it is more geared to explaining regular phenomena
　　[C] economics courses do not discuss development problems
　　[D] industrialized nations have stopped growing economically
　　28. South Korea is a country where .
　　[A] the government has the right stimulating policies for individual creativity
　　[B] a variety of factors are at work which encourage economic development
　　[C] different experiments in the structure of incentives are allowed to be carried out
　　[D] development problems are not serious, thus attracting no attention from economists
　　29. In the fourth paragraph the author emphasizes the role of in bettering the world.
　　[A] economic development [B] political stability
　　[C] an ideal doctrine [D] all of the above
　　30. Which of the following kinds of factors are/is most difficult to account for as far as issues of development
　　are concerned?
　　[A] Individual creativity.
　　[B] Government incentives.
　　[C] Cultural influences.
　　[D] Market factors.
　　Text 3
　　In one very long sentence, the introduction to the U.N. Charter expresses the ideals and the common aims of
　　all the people whose governments joined together to form the U.N.
　　“We, the people of the U.N., determined to save succeeding generation from the scourge of war which twice
　　in our lifetime has brought untold suffering to mankind, and to reaffirm faith in fundamental rights, in the dignity
　　and worth of the human person, in the equal rights of men and women and of nations, large and small, and to
　　establish conditions under which justice and respect for the obligations arising from treaties and other sources of
　　international law can be maintained, and to promote social progress and better standards of life in larger freedom,
　　and for these ends, to practice tolerance and live together in peace with one another as good neighbors, and to
　　unite our strength to maintain international peace and security , and to ensure, by the acceptance of principles and
　　the institution of methods, that armed force shall not be used, save in the common interest, and to employ
　　international machinery for the promotion of economic and social advancement of all peoples, have resolved to
　　combine our efforts to accomplish these aims.”
　　The name “United Nations: is accredited to U.S. President Franklin D. Roosevelt, and the first group of
　　representatives of member states met and signed a declaration of common intent on New Year’s Day in 1942.
　　Representatives of five powers worked together to draw up proposals completed at Dumbarton Oaks in 1944.
　　These proposals, modified after deliberation at the conference on International Organization in San Francisco
　　which began in April 1945, were finally agreed on and signed as the U.N. Charter by 50countries on 26 June
　　1945. Poland, not represented at the conference, signed the charter later and was added to the list of original
　　members. It was not until that autumn, however, after the Charter had been ratified by China, France, the
　　U.S.S.R.U., the U.K, and the U.S. and by a majority of the other participants that the U.N officially came into
　　existence. The date was 24 October, now universally celebrated as United Nations Day.
　　The essential functions of the U.N. are to maintain international peace and security, to develop friendly
　　relations among nations, to cooperate internationally in solving international economic, social, cultural and
　　human problems, promoting respect for human rights and fundamental freedoms and to be a centre for
　　coordinating the actions of nations on attaining these common ends.
　　No country takes precedence over another in the U.N. Each member’s rights and obligations are the same.
　　All must contribute to the peaceful settlement of international dispute, and members have pledged to refrain from
　　the threat or use of force against other states.
　　31.Under its Charter, the first stated aim of the U.N. was .
　　[A] to promote social progress
　　[B] to prevent a third world war
　　[C] to revise international laws
　　[D] to maintain international peace
　　32. What did President Roosevelt have to do with the United Nations?
　　[A] He established “The United Nations”.
　　[B] He was given the name “The United Nations”.
　　[C] He was a credit to “The United Nations”.
　　[D] He probably devised the name “The United Nations”.
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　　33. When did the U.N. come into existence?
　　[A] 26 June, 1945.
　　[B] 24 October, 1945
　　[C] New Year’s Day in 1945.
　　[D] April, 1945.
　　34. Which of the following is true as to the essential functions of the U.N.?
　　[A] It’s only concerned with human rights.
　　[B] It only solves economic and cultural problems.
　　[C] It co-ordinates actions of nations where necessary.
　　[D] It only aims to develop friendly relations.
　　35. Large member countries like China and the U.S. .
　　[A] have a stronger voice than other countries
　　[B] have more freedom in the U.N.
　　[C] can use force against other states
　　[D] have the same rights and duties as other members
　　Text 4
　　We need to avoid nostalgia factor – a longing for the late regrettable economic boom that clouds our vision
　　and corrodes our judgment. People understandably long to return to the good old days of the late 1990s. It won’t
　　happen any time soon, and those who suggest it might are engaging in wishful thinking. They’re telling us what
　　we want to hear. There’s a lot of that these days. Beginning a new year, when economic forecasts are flying
　　furiously, it’s important to grasp their limits.
　　If you believe the conventional wisdom—which seems reflected in the stock market’s recent rise—the
　　recession is almost over. The Blue Chip Economic Indicators, a newsletter, surveys 53 forecasters and finds that
　　about 70 percent think the recession will end no later than April. The latest average forecast predicts 0.4 percent
　　growth in the gross domestic product (the economy’s output) in the present quarter. By the fourth quarter, GDP
　　should expand at a respectable 3.9 percent annual rate. Could happen. But if it does, it will be luck as much as
　　anything else.
　　Truth be told, most economists don’t really understand this peculiar recession especially well. We know this
　　because most of them didn’t predict it, which wasn’t surprising, because most didn’t understand the preceding
　　boom, either. They constantly underestimated its strength and only belatedly recognized that some of its
　　powerful driving forces—extravagant investment in new technologies, widespread stock-market
　　speculation-were not altogether good. Forecaster’s recent record has been dismal.
　　It’s easy to sympathize with forecasters. So many unfamiliar forces are now tugging at the economy that a
　　coherent outlook is hard, maybe impossible. No one truly knows that will happen—especially, how long it will
　　take react to the Fed’s 11 interest-rate cuts.
　　But the forecasters crank out their numbers, and there’s tendency to see the recession simply as a brief and
　　unpleasant interruption to unspoiled prosperity. This may be too superficial. The central reason economists
　　misinterpreted the 1990s boom was that they assumed that the economy would follow historical patterns. It
　　didn’t if economists repeat their error—and they may be doing just that—then they will be surprised, probably
　　unpleasantly, by the pattern of recession and recovery. And that could be bad news for us all.
　　36. We can infer from the first paragraph that
　　[A] People should look forward to futurity.
　　[B] The traditional thinking pattern may be challenged.
　　[C]economic forecasters are counting on a quick recovery.
　　[D]people miss the days when there was a large supply of food.
　　37. By saying”…be luck as much as anything else” (Line 6, Paragraph 2), the author implies that
　　[A] it is really lucky to see a new economic prosperity.
　　[B]there is a narrow chance of having a new boom.
　　[C]some economists don’t show expertise on economy.
　　[D]luck indeed counts much in an economic boom.
　　38. Most experts failed to form a correct judgment of the economic depression because
　　[A]they neglected the risks involved in the growth of economy.
　　[B]they were unable to take control of the economic pattern.
　　[C]new technologies attracted too much investment.
　　[D]a lot of speculators appeared in the stock market.
　　39. The author’s attitude towards economists’ forecasts is one of
　　[A]harsh criticism [B]deep regret
　　[C]profound sympathy [D]unbiased criticism.
　　40. We can learn from the last paragraph that the author believes
　　[A]the economic development is likely to follow previous patterns.
　　[B]economists’ judgments were based on a large quantity of data.
　　[C]economists are constantly making mistakes.
　　[D]a sudden economic recovery is out of sight.
　　Part B
　　Directions:
　　You are going to read a text about relations between machine and human, followed by a list of examples.
　　Choose the best example from the list A—F for each numbered paragraph (41—45), there is one extra
　　example which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
　　Will human always be superior to machines?
　　This statement actually consists of a series of three related claims: (1) machines are tools of human minds;
　　(2) human minds will always be superior to machines; and (3) it is because machines are human tools that human
　　minds will always be superior to machines. While I concede the first claim, whether I agree with the other two
　　claims depends partly on how one defines “superiority” and partly on how willing one is to humble oneself to the
　　unknown future scenarios.
　　41. After all, would any machine even exist unless a human being invented it? Of course not. Moreover, I
　　would be hard-pressed to think of any machine that cannot be described as a tool. Even machines designed to
　　entertain and amuse us—for example, toy robots, cars and video games, and novelty items—are in fact tools,
　　which their inventors and promoters use for engaging in commerce and the business of entertainment and
　　amusement.
　　42. And, the claim that a machine can be an end in itself, without purpose or utilitarian function for humans
　　whatsoever, is dubious at best, since I cannot conjure up even a single example e of any such machine.
　　43. As for the statement’s second claim, in certain respects machines are superior. We have devised
　　machines that perform number-crunching and other rote cerebral tasks with greater accuracy and speed than
　　human minds ever could. However, if one defines superiority not in terms of competence in performing rote
　　tasks but rather in other ways, human minds are superior. Machines have no capacity for independent thought,
　　for making judgments based on normative considerations, or for developing emotional responses to intellectual
　　problems.
　　44. Up until now, the notion of human-made machines that develop the ability to think on their own, and to
　　develop so-called “emotional intelligence,” has been pure fiction. Besides, even in fiction we humans ultimately
　　prevail over such machines—as in the cases of Frankenstein’s monster and Hat, the computer in 2001: A Space
　　Odyssey. Yet it seems presumptuous to assert with confidence that humans will always maintain their superior
　　status over their machines. In other words, machines will soon exhibit the traits to which humans attribute our
　　own superiority.
　　45. And insofar as humans have the unique capacity for independent thought, subjective judgment, and
　　emotional response, it also seems fair to claim superiority over our machines. Besides, should we ever become so
　　clever a species as to devise machines that can truly think for themselves and look out for their own well-being,
　　then query whether these machines of the future would be “machines” anymore.
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