一模试卷2014社科模考

1、2014年入学考试英语试卷 2014年入学考试英语（二英语试题 SectionIUseofDirections:Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmark A, B, C or D on ANSWER SHEET 1. (10 points)Music produces profound and lastingchanges inthebrain.Schoolsshouldadd music classes, not cutthem.Nearly20yearsago,a smallstudyadvan

2、cedthe 1 thatlisteningtoMozartsSonata for Two Pianos in D Major could boost mental functioning. It was not long“Mozart effect” products began to appeal to anxious parents aiming to put toddlers (刚学步的孩子) 3the fast track to prestigious universities like Harvard and Yale. Ge ias ernor even 4giving ever

3、y newborn there a classical CD or cassette.The 5 for Mozart therapy turned out to be weak, perhaps nonexistent, although the 6study never claimed anything more than a temporary and limited effect. In recent years, 7, scientists have examined the benefits of a concertedtostudyand practice music, asto

4、 playing a Mozart CD or a computer-based“brain fitness” game 10in a while.Advanced monitoringhave enabled scientists to see what happens 12your head when you listen to your mother and actually practice the violin for an hour every afternoon. And they have found that musiccan produce profound and las

5、ting changes thatteral ability to learn. These results shouldpublic officials that music classes are not a mere decoration, ripe for discarding in the budget crises thatconstantly 16 publicschools.Studies have shown thatinstrument trainingfroman earlyage can helpthe brain to 18sounds better, making

6、it easier to stay focused when absorbing other subjects, from literature to mathematics. The musically adept (擅长的)are better able toonabiology lesson despite the noise in the classroom 20 , a few years later, to finish a call with a client whena colleagueinthe next officestartsscreaminga subordinate

7、. They canattendtoseveralthingsat once in the mental scratch pad called working memory, an essential skill in this era of multitasking.A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)B)C) D)A)B)C)D)A)B) C)D)A)B)C)D)A)B)C)A)C)D)A)B)C)D)A)B)C)D)A)B)C)D)A)B)C)D)ReadingPa

8、rt Directions: 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(40 points)Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformedtoPicture a typical MBA lecture t

9、heatre twenty years ago. In it the majority of students will have conformedtothestandardmodelofthetime:male,middleclassandWestern.Walkintoaclasstoday, however, and youll get a comple y different impression. For a start, you will now see plenty more women the University of Pennsylvanias Wharton Schoo

10、l, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this app

11、arent diversity ising a maskfor a new type of conformity.Behindthedifferencesinsex,skintonesandmothertongues,therearecommonattitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the Diversity, it seems, has not helped to address fundamental weaknesses

12、 in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmes recruit their students. At the moment candidates are selected on a fairly narrow set

13、 of criteria such as prior academic and career performance, and ytical and problem solving This is then coupled to a schools picture of what a diverse class should look like, with the result that passport, ethnic origin and sex cle influencing factors. But schools rarely dig down to find out what re

14、ally makes an applicant succeed, to create a class which also contains diversity ofbackgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context.backgrounds in areas such as political science, the creati

15、ve arts, history or philosophy, which will allow them to put business decisions into a wider context.Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executiv

16、e of old may not have been eradicated comple y, there is a definite shift in emphasis towards less tough styles of management at least in America and Europe. Perhapsmost significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as

17、 those prevalent in Scandinavia, which seek to integrate the hard and soft aspects of leadership and encourage delegated responsibility and accountability.21.Whatcharacterizethebusinessschoolstudentpopulationofattitudeandapproacharguablytheonlydiversitythat,inabusinesscontext,reallyProfessor Gauthie

18、r believes schools should not just be selecting candidates from traditional sectorssuchasbanking, consultancy andindustry. Theyshouldalsobeseeking individuals who GreaterInlectual WhatisWhatistheauthorsconcernaboutcurrentbusinessschoolItwillarousestudentsunrealisticItwillproducebusinessleadersofauni

19、formItfocusesontheoryratherthanonpracticalItstressescompetitionratherthanWhataspectofdiversitydoesValerieGauthierthinkismostAgeandeducationalSocial and professional AttitudeandapproachtoWhatapplicantsdoestheWhatapplicantsdoestheauthorthinkMBAprogrammesshouldconsiderApplicantswithpriorexperienceinbus

20、inessApplicantswithsoundknowledgeinmathandApplicantsfromoutsidethetraditionalApplicantsfromlessdevelopedregionsandWhatdoesMannazsayaboutthecurrentmanagement Itiseradicatingthetoughaspects ofItencouragesmaleandfemaleexecutivestoworksidebyItadoptsthebully-boychiefexecutiveItisshiftingtowardsmorecollab

21、orativeFor most of the 20th century, As ked itself what it could learn from the modern, innovating West. Now the question must be reversed. What can the Wests overlyindebted andsluggish (经济滞涨的) nations learn from a flourishing Asia?Just a few decades ago, Asias two giants were stagnating(停滞不前) under

22、 faulty economic ideologies. However, once China began embracing free-market reforms in the 1980s, followed in the 1990s, both countries achieved rapid growth. Crucially, as they opened up their markets, they balanced market economy with sensible ernment direction. As the n economist Amartya Sen has

23、 wisely said, “The invisible hand of the market has often relied heavily on the visible hand Contrast this middle path with America and Europe, which have each gone ideologically over-board in their own ways. Since the 1980s, America has been increasingly clinging to the ideology of uncontrolled fre

24、e markets and dismissing the role of ernment-following Ronald Regans idea that “ ernment is not the solution to our problem; ernment is the problem. “Of course, when the markets came crashing down in 2007, it was decisive ernment intervention that saved the day. Despite this fact, many Americans are

25、 still strongly opposed to “big ernment.”IfAmericanscouldonly freethemselvesfromtheiranti ernment doctrinetheywouldbeginto see that the Americas problems are not insoluble. A few sensible federal measures could put the country back on the right path. A simple consumption tax of, say, 5% would signif

26、icantly reduce the countrys huge ernment deficit without damaging productivity. A small gasoline tax would help free America from its dependence on oil imports and create incentives freen energy development. Inthe same way, a significant reduction ofwastefulagricultural subsidiescouldalsolower the d

27、eficit. But in order to take advantage of these common-sense solutions, Americans will have to put aside their own attaent to the idea of smaller ernment and less regulation. American politicians will have to develop the courage to follow what is taught in all American public-policy schools: that th

28、ere are good taxes and bad taxes. Asian countries have embraced this wisdom, and have built sound long-term fiscal (财政的) policies as a result.Meanwhile, Europe has fallen prey to a different ideological trap: the belief that ernments would always have infinite resources and could continue borrowing

29、as if there were no tomorrow. Unlike the Americans, who felt that the markets knew best, the Europeans failed to anticipate how the markets would react to their endless borrowing. Today, the European Union is creating a $580 billion fund to ward off sovereign collapse. This will buy the EU time, but

30、 it will not solve the blocs larger problem.WhathascontributedtotherapideconomicgrowthinChinaand FreemarketernmentCopying western-style economic HeavyrelianceonthehandTimelyreformernmentatallWhatdoesRonaldReaganmeanbysayingernmentistheproblem”(line4,Para.Manysocialevilsarecausedbyernment Manysocialp

31、roblemsariseernmentsernmentactioniskeytosolvingeconomicernmentregulationhinderseconomicWhatstoppedtheAmericaneconomy fromcollapsinginSelf-regulatoryrepairmechanismsofthefreeEffectivemeasuresadoptedbyCooperation between AbandonmentofernmentbytheWhatistheauthorssuggestiontotheAmericanpublicinfaceofthe

32、ernmentTheyurgeernmenttoreviseitsexistingpublicTheydevelopgreenenergytoavoiddependenceonoilTheygiveuptheideaofernmentandlessTheyputupwiththeinevitablesharpincreaseofdifferentWhatstheproblemwiththeEuropean Shrinking LackofIt is said that in England death is pressing, in Canada inevitable and in Calif

33、ornia optional. Small wonder. Americans life expectancy has nearly doubled over the past century. Failing hips can be replacedclinicaldepression（临床忧郁症）controlledcataracts（白内障）removedina30-minutes surgical procedure. Such advances offer the aging population a quality of life that was unimaginable whe

34、n I entered medicine 50 years ago. But not even a great health-care system can cure deathand our failure to confront that reality now threatens this greatness of ours.Death is normal; we are genetically programmed to disintegrate and perish, even under ideal conditions. We all understand that at som

35、e level, yet as medical consumers we treat death as a problem to be solved. Shielded by third-party payers from the cost of our care, we demand everything that can possibly be done for us, even if its useless. The most obvious example is late-stage cancer care. Physicians frustrated by their inabili

36、ty to cure the disease and fearing loss of hope in the patient too often offer aggressive treatment far beyond what is scientifically justified.In1950,the U.S. spent$7 billion on healthcare. In 2002,the cost willbe $1,540billion. Anyone can see this trend is unsustainable. Yet few seem willing to tr

37、y to reverse it. Some scholars conclude that a ernment with finite resources should simply stop paying for medical care that sustains life beyond a certain age say 83 or so. Former Colorado ernor Richard Lamm has been quoted as saying that the old and infirm “have a duty to die and get out of the wa

38、y,” so that younger, healthier people can realize their potential.Iwouldnot gothat far.Energetic people now routinely workthroughtheir 60sandbeyond, remain dazzlingly productive. At 78,chairman Sumner Redstone jokingly claims to be 53. Supreme Court Justice Sandra Day OConnor is in her 70s, and form

39、er surgeon general C. Everett Koop chairs an Internet start-up in his 80s. These leaders are living proof that prevention works and that we can manage the health problems that come naturally with age. As a mere 68-year-old, I wish to age as productively as they have.Yet there are limits to what a so

40、ciety can spend in this pursuit. Ask a physician, I know the most costly and dramatic measures may be ineffective and painful. I also know that people in Japan and Sweden, countries that spend far less on medical care, have achieved longer, healthier lives than we have. Asanation, we maybeoverfundin

41、gthequestforunlikelycureswhileunderfundingresearch on humbler therapies that could improve peoples lives.Whatisimpliedinthe AmericansarebetterpreparedfordeaththanotherAmericansenjoyahigherlifequalitythaneverAmericansareover-confidentoftheirmedicalAmericanstakeavainprideintheirlonglifeTheauthorusesth

42、eexampleofcancerpatientstoshowmedicalresourcesareoftendoctorsarehelplessagainstfatalsometreatmentsaretoomedicalcostsingTheauthorsattitudetowardRichardLammsremarkisonestrongconsentslight IncontrasttotheU.S.,JapanandSwedenarefundingtheir medicalmoremore more moreThetextintendstoexpresstheideamedicinew

43、illfurtherprolongpeopleslifebeyondacertainlimitisnotworthdeathshouldbeacceptedasafactofexcessivedemandsincreasethecostofhealthVarious innovations have been introduced as ways to break out of the rigid system which marchesstudentsthrougha series ofidentical classroomin which teachers do most of the t

44、alking students have little opportunity to respond. Among these innovations are team teaching and teacher aides, non-graded elementary and secondary schools, independent study, curricula focused on hel students discover things for themselves rather than on trying to l them everything, and schools de

45、signed forum flexibility so that students can work alone, or in small groups, or take part in large-group instruction via diverse media.The aim of all these innovations anizational, curricular, and technologicalis to adapt instruction morepreciselytothe needsofeachindividual student. Many people who

46、 havea sion（厌恶）to anizing instruction scientifically and to bringing new technology into the schools and colleges fail to realize that the present system is in many aspects mechanical and rigid. The vast differences in the ways students learn are disregarded when they are taught the same thing, in t

47、he same way, at the same time. There is no esca the evidence that many students themselves feel little enthusiasm and even outright hostility for the present way schools and colleges are anized and instruction is handled. Many of them resent technology, but what they object to is usually technology

48、patched up as an expedient (权宜之计) for handling a large number of students. Or it is programming whi erely reproduces conventional classroom teaching.What instruction requires is an arrangement of resources whereby the student responds and learns, reaching new plateaus from which to climb to higher l

49、evels of understanding; implicit in such an arrangement, if it is to be effective, is the adaptability of the process to the individual students differencesin pace, temperament, background, and style of learning.Technological media can perform many of the functions involved in the process. They can

50、store information until it is needed or wanted. They can distribute it to over distances to reach the student where he happens to be. They can present the information to the student through various senses. They can give the student the opportunity to react to the material in many ways. In short, the

51、 students opportunities for learning can be increased and enhanced by using a wide range of instructional technology. All the available resources for instruction, including the teacher, can work together to create conditions for um effective learning.Much of the energy and inligence which teachers c

52、urrently expend in the classroom can be profitably shifted to working with students in tutorial and small group discussions, and to preparing potent (effective) materials whichcanthenbe stored, transmitted, and presentedby nonhuman means.Theauthorismainlyconcernedwiththeproblemprovidingcoursesthatst

53、udentsmaking technology available in meetingtheactualneedsofeachItcanbeinferredfromthepassagethatagoodeducationalsystemimplementnewtechnologicalbeindependentofteachersmakeuseofdiverseteachingplacearenewedemphasisonTheauthorsuggeststhatschoolsandcollegesoffer instruction according to students give ac

54、ademic platform for students self-supplydirectionsurgingstudentstogreatThenegativereactionsofstudentstotechnologyaretheresultitsnoveltyintheitsimproperageneralhatredofanoverstressonThecapabilitiesoftechnologicalmediamayincludeallofthefollowingtohelpstudentsobtainneededinformationtoprovidemanywaysoft

55、eachingthesametomakelearningmoreinterestingandtorenewmosttraditionalmaterialsandPartDirections: Reading the following text and answer questions by finding information from right column that corresponds to each of the marked details given in the left column. There are two extra choices in the right c

56、olumn. Mark your answer onANSWER SHEET 1（10 points）Of all the components of a good nights sleep, dreams seem to be least within our control. In dreams, awindow opensintoa world where logicissuspendedanddeeople speak. Acenturyago, Freudformulatedhisrevolutionarytheorythatdreamswerethedisguisedshadows

57、ofourunconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just “mental noise”therandombyproductsoftheneural-repairworkthatgoeson duringsleep.Nowresearchers that dreams are part of the minds emotional thermostat, regulating moods while the brain is “off-l

58、ine.” And one leading authority says that these intensely powerful mental events can be not only harnessed but actually brought under conscious control, to help us sleep and feel better, “Its your dream,” says Rosalind Cartwright, chair of psychology at Chicagos Medical Center, “If you dont like it,

59、 change it.”Evidence from brain imaging supports this view. The brain is as active during REM (rapid eye movement) sleep when most vivid dreams occur as it is when fully awake, says Dr. Eric Nofzinger at the University of Pittsburgh. But not all parts of the brain are equally involved; the limbic sy

60、stem (the “emotional brain”) is especially active, while the prefrontal cortex (the center of inlect and reasoning) is relatively quiet. “We wake up from dreams happy or depressed, and those feelings can stay with us all day.” says Stanford sleep researcher Dr. William Dement.The linkbetweendreamsan