对外经贸09硕士考试初试英语模拟试题及答案—2
Selling out to the Students
University faculties involve themselves unwittingly in the destruction of the university when they bow to all the pressures of their students and loosen up on requirements. （1）______.The students will organize a vote and abolish the language requirement and abolish the science requirement, and then they'll decide they ought to get two units or five units for learning the sitar. As a faculty member my feeling about all this nonsense is that it's not worth fighting for the innovations the students want because they're utterly trivial.
（2）______ .What he wants is to avoid some obvious difficulty, like reading something he doesn't like to read, or having a sadistic exam, or having to sit still for three hours a week listening to some bore talk about something the student feels he ought not to be required to listen to in the first place. It's stupid to expect genuine educational insights to come from kids who are the products of this system. （3）______ . But the faculties will do it. They'll do it because they feel guilty about their approach to teaching. They'll do it in ways that won't interfere with what their departments are doing. （4）________.
A good teacher is somebody who is not interested in his own ideas, he is interested in somebody else's mind, but the young faculty member in a university typically is bursting with his own ideas, and his notion of teaching is to tell those ideas to other people. This has nothing to do with teaching. （5）________ .
Say that a faculty meeting is scheduled to discuss some utterly meaningless provisions of the curriculum. The students come in with a charming protest against it and a rather neat solution: （6）_____ .This presupposes the continued existence of courses. With student-initiated courses being added all the time, it only strengthens the course system. But the real aim should be to get rid of the course system altogether. A teacher gives it another decade of life by saying to a student, “O.K., you object to the course system?” What do you want a course in?“ And he says, ”African bead,“ or what not. ”Sold! Go to it.“ And so the student goes to it and earns three units. （7）______. The fact is, however, that he winds up with contempt for a faculty that permits this sort of thing to go on. The depressing thing is to see, under the guise of revolution, simply the old middle class individualistic free market being pushed to its ultimate absurdity in the name of student consumer demand. To confuse this with revolution in education is tragic.
Part FourError Identification （20 points）
Passage One （10 points, 1 point each）
In each numbered line of the following text, there is one unnecessary word. It is either grammatically incorrect or does not fit in with the sense of the text. For each numbered line 1---10, find the unnecessary word and then write the word on your Answer Sheet. The following are two examples （0） and （00）。
0=TO/00=TO
0
Some observers have attributed to the dramatic growth in temporary employment that occurred in the
00
United States during the 1980's to increased participation in to the workforce by certain groups, such
1
as first-time or reentering workers, who supposedly prefer for such arrangements. However, statistical
2
analyses reveal that what demographic changes in the workforce did not correlate with variations in the
3
total number of temporary workers. Instead of, these analyses suggest that factors affecting
4
employers will account for the rise in temporary employment. One factor is product demand:
5
temporary employment is favored by such employers who are adapting to fluctuating demand for
6
products while at the same time seeking to reduce overall labor costs. Another factor element is labor's
7
reduced bargaining strength, which allows employers more control it over the terms of employment.
8
Given by the analyses, which reveal that growth in temporary employment now far exceeds the level
9
explainable by recent workforce entry rates of groups said to prefer for temporary jobs, firms should
10
be discouraged from creating excessive more numbers of temporary positions.
Passage Two （10 points, 1 point each）
In each numbered line of the following text, there is one unnecessary word. It is either grammatically incorrect or does not fit in with the sense of the text. For each numbered line 1---10, find the unnecessary word and then write the word on your Answer Sheet. The following are two examples （0） and （00）。
0=OVER/00=PEOPLE
0
In the two decades between 1910 and 1930, more than over ten percent of the black population
00
of the United States left the South, where the preponderance of the black population people
1
had been located, and migrated in to northern states, with the largest number moving,
2
it is claimed, between 1916 and 1918. It has been frequently as assumed, but not proved,
3
that the majority of the migrants in what it has come to be called the Great Migration came
4
from rural areas and who were motivated by two concurrent factors: the collapse of the cotton
5
industry following the boll weevil infestation, which had began in 1898, and
6
increased demand in the North for labor following by the cessation of European
7
immigration which caused by the outbreak of the First World War in 1914.
8
This assumption has led to the conclusion that the migrants' subsequent lack in
9
of economic mobility in the North is tied up to rural background,
10
a background that implies on unfamiliarity with urban living and a lack of industrial skills.
Part Five Use of English （20 points）
Section One （10 points, 1 point each）
In this section, there are 10 sentences with idiomatic usages. Fill in the gap of each sentence with an appropriate word. The first letter of the word is given as a hint
1.You should like a lady don't make an e_____ of yourself.
2.Why should I quarrel with my b_____ and butter?
3.Not turn a h_____ is to remain completely calm when something bad or surprising suddenly happens
4.Last but not l_____ used when mentioning the last person or thing in a list, to emphasize that they are still important.
5.P_____ the apple means try to win favor by flattering someone.
6.To have an e___ for is good at hearing and repeating sounds.
7.Using any method to get what you want, including dishonest or illegal methods means by f____ .
8.F___and far between means few in number and infrequently met.
9.The minute Bob put up his fists, Bill showed the w____ feather and backed down.
10.To keep wages a_____ with the rising living cost.
Section Two （10 points, 1 point each）
In this section, you will read 10 sentences with idiomatic expressions underlined. Explain in your own words what these expressions mean.
1. ”But it'll perhaps rain cats and dogs tomorrow, as it did yesterday, and then you can't go,“
said Godfrey, hardly knowing whether he wished for that obstacle or not.
2. The project of restoring the palace is on the way to completion.
3. Now and then you might see a rabbit skipping across the road if you were quiet — which, with Anne and Diana, happened about once in a blue moon.
4. University lectures, trade unionists and show-business figures rubbed shoulders with the citizens of Dublin in an attempt to drive home a message of peace to the men of violence.
5. Under the leadership of the able dean, they made rapid progress in their field.
6. With regard to the matter of financial policy, I would like to add a few remarks to those of the previspeaker.
7. The two men were in competition with each other for the same woman.
8. With the aid of a computer, I can finish the paper quickly.
9. Many young girls wear their hair short, in imitation of the film star.
10. They estimated the loss in excess of $50,000 on the building alone.
Part Six Reading Comprehension Passages （30 points）
Passage One （20 points）
Read the following passage and then complete the sentences that follow by using either words from the text or your own invention that fit the gaps.
A Tall Story
When plans for the ”Shard of Glass“, near London Bridge, were unveiled in 2000, English Heritage condemned the tower as ”Europe's tallest building and London's greatest folly“. Since then, the disputes have come thick and fast. Only after a public enquiry did Renzo Piano's skyscraper win planning consent, at the end of 2003. The scheme is plagued by legal wrangles about its ownership. And, most emblematic of all, is the fuss over the four metres at the building's spire.
The Sellar Property Group, a backer of the 310 metre （1, 016 feet） Shard, insists the pointy bits at the top serve as ventilation. Rubbish, say the people behind the rival 63-storey Bishopsgate Tower. Because they are a ”mast“, and thus not part of the building at all, the European title belongs to their own 307.25 metre ”Helter-Skelter“.
Such wrangles are everything in a city that is fast becoming recognized for its spectacular schemes to put up new towers. Since the last glass tile was stuck on Swiss Re's ”Erotic Gherkin“ in late 2003, at least six high-rise towers containing at least 375, 000 square metres of office space have been proposed for the City—though, in a market distinctly lacking tenants, it is hard to say precisely when they will be built.
Proposals have come from all sides, including the two largest British property firms, Land Securities and British Land. If built, the Helter-Skelter will be 72.25 metres higher than One Canada Square in Canary Wharf and twice the height of the BT Telecom Tower. ”Trophy architects“ are thick on the ground—a novelty for staid London architecture. Lord Foster, Lord Rogers and Jean Nouvel, a French visionary, are busy. So is Rafael Vinoly, a Uruguayan finalist in New York's Ground Zero project.
Why the rush of high-rise extravagance? Partly because tenants will pay more for a boardroom with a view. But anxiety matters, too. The Corporation of London, the Square Mile's local authority, wants more tall buildings because it fears competition from rival financial districts—and not just Frankfurt and Paris. Canary Wharf in Docklands has poached several big banks from the City in the past decade. The Corporation is determined to prevent that from happening again. Although the demand for office space is not strong just now, it wants to be ready with a list of approved skyscrapers when the market eventually picks up. It has an ally in Ken Livingstone, London's mayor, who thinks tall buildings add to the capital's prestige.
Yet, in streets once trod by Dick Whittington and his cat, all that history can get in the way. English Heritage is reluctant to lose listed buildings, conservation areas and views of St Paul's Cathedral. Hence the world-class architecture. It is easier to see off heritage groups if a listed building is replaced by a scheme from Lord Rogers.
The conservationists are fighting back, saying tall buildings—however prestigious—will block views of St Paul's Cathedral and Westminster Abbey. Mr Livingstone has proposed adding 16 city vistas to the ten protected today. But conservationists complain that the listed views will be narrower. Adam Wilkinson, of Save Britain's Heritage, says: ”The guidelines are cheeky really…[new plans] will alter their historic settings through sheer height.“
Another difficulty for the tower crowd is that many of their plans are so ”iconic“ as to be impractical. Swiss Re's Gherkin （designed by Lord Foster） has been slow to find tenants because its environmentally-friendly ventilation system and cigar-like outline produce an awkward shape.
The mayor and the city authorities may be trying too hard. After losing ground to Canary Wharf by being conservative, central London is becoming ultra-modern in its architecture. If the towers aren't built, the area will suffer. If they aren't interesting, they won't win planning permission. But if the buildings become too interesting, they risk offending conservationists and deterring tenants.
Last month saw a new twist in the Helter-Skelter saga. The British Airports Authority and London City airport complained that the tower would endanger flight paths. The skyscraper may have to lose at least its top 20m. That would leave the Shard as the undisputed tallest tower in Europe—if it ever gets built.
对外经贸09硕士考试初试英语模拟试题及答案—2的延伸阅读——复习英语要讲究技巧
一，重视单词。
从第一天开始复习到考试的前一天，考试大纲词汇就应不离手，因为这是一切的基础。考试大纲是命题专家出题的依据、基础，所以考生一定要重视。背单词时，可以总结同义词、一词多义以及包含“高级”短语的句子，然后跟同桌的研友们对话，或者“厚颜无耻”地主动向他们“炫耀”，同时也坚持参加英语辩论活动，把自己最新积累的词句一一“亮”出，这样考生会感觉记得特别牢固。
二，日积月累。
作为一门语言，充满了繁琐与细节的，想一口吃成大胖子是不太现实的，必须耐心地积累“量变”以求“质变”。学习英语的时间安排也是有规律可循的，如果你一天安排3个小时学英语，那么与其一鼓作气学3个小时倒不如改成上下午各1.5小时。持续学习、及时复习才能收到较为理想的效果。可以参照着名的“艾宾浩斯遗忘曲线”来合理安排时间，最大限度地降低遗忘率，以获得较好的学习效果。
三，研读真题。
历年考研英语全真试题是了解考研水平的最快途径，也是熟悉命题规律的唯一途径。所以要在老师的指导下分阶段复习考研英语真题。找一个安静的环境，先用一周的时间做一套真题，做完后，对自己的错题先看一下怎么错的，错在哪里，能不能解决。剩下的时间要分析题型，也就是看这些题目是属于细节题、推理题，还是主旨大意题……当复习完十年的真题，建议考生放20天左右的时间，重新再做真题，分析自己的做题思路，考前一个月适当做些高质量的模拟题练练手。另外，希望考生真题至少看三遍。第一遍先做，做完之后归纳总结错题的原因。第二遍主要精读文章解决单词句子翻译。第三遍前两遍的内容都要看。
四，增加课外阅读。
课外阅读在考研英语复习中占有重要地位，对提高成绩有很大作用，建议大家订一份《英语世界》杂志，阅读上面的文章，也会有不少收获。如果有条件，看看自己学校图书馆是否有这本书，有的话坚持看，肯定会有收获的！
希望以上的介绍对2013的考研同学有所帮助，另外，大家在学习英语学习方法时，要从自身实际出发，选择真正适合自己的复习方法。 |
