考生注意事項

1. 考生必須嚴(yán)格遵守各項考場規(guī)則。

2. 答題前，考生應(yīng)將答題卡上的"考生姓名"、"報考單位"、"考生編號"等信息填寫清楚，并與準(zhǔn)考證上的一致。

3. 答案必須按要求填涂或?qū)懺谥付ǖ拇痤}卡上。

（1） 綜合填空、閱讀理解的答案填涂在答題卡（一）上，英譯漢的答案和作文的寫在答題卡（二）上。

（2） 填涂部分應(yīng)該按照答題卡上的要求用2B鉛筆完成。如要改動，必須用橡皮擦干凈。書寫部分（英譯漢的答案和作文）必須用藍(lán)（黑）色字跡鋼筆、圓珠筆或簽字筆在答題卡上作答。

4. 答題卡嚴(yán)禁折疊�？荚嚱Y(jié)束后，將答題卡（一）和答題卡（二）一起放入原試卷袋中，

試卷交給監(jiān)考人員。否則，所產(chǎn)生的一切后果由考生本人負(fù)責(zé)。

2011年在職MBA聯(lián)考英語模擬試題及答案002

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)

History has served up important lessons that show what happens when a company or individual tries to avoid _1_ the existence of a crisis. Look _2_ to the Exxon Valdez oil tanker fiasco when Exxon chief Lawrence Bawl stonewalled journalists. _3_ that official silence did was fuel the distrust of the public and cause a backlash where customers cut their Exxon credit cards _4_ disgust. The _5_ side of the coin is the classic Johnson & Johnson (J & J) Tylenol tampering case. In that instance, where some kook poisoned bottles of Tylenol, J&J's CEO James Burke acknowledged the crisis _6_ its first night and ordered all Tylenol _7_ the supermarket shelves until the situation was _8_.

Now which corporate executive do you think came out on top? By acknowledging the _9_, James Burke was able to get everyone moving together toward a solution. With Exxon's _10_ to acknowledge the Valdez oil spill, everyone was _11_ in pointing the blame versus working together toward a solution. Acknowledgement up front not only appeases your customers, but also _12_ the opportunity for your competitors to _13_ or capitalize on false rumors. You remove the competitor's trump card. By the time Exxon came around to acknowledging _14_ happened with that oil spill in Alaska, it had to _15_ with the public-relations nightmare of dispelling all of the untruths that developed lives of their own before the company could _16_ deal with the real problem situation.

_17_ yourself a favor and acknowledge a disastrous incident up front. Then get to work making things work better. Remember, by acknowledging a disaster, we aren't suggesting that you _18_ and accept blame. Acknowledging the situation is merely an act of admitting that it _19_ exist and creates an atmosphere _20_ to moving toward a solution.

1. A. abandoning  B. acknowledging C. accounting  D. advancing

2. A. about   B. back    C. around   D. with

3. A. All the   B. The all   C. All of   D. All

4. A. in    B. on    C. at    D. by

5. A. passive   B. persuasive  C. opposite   D. occasional

6. A. on    B. at    C. in    D. by

7. A. off    B. of    C. aside   D. except

8. A. dissolved   B. resolved   C. revolved   D. involved

9. A. critic   B. criticize   C. crisis   D. critical

10. A. diffuse   B. diffusion   C. refuse   D. refusal

11. A. dissolved   B. resolved   C. revolved   D. involved

12. A. estimate   B. eliminate   C. emigrate   D. educate

13. A. shrink   B. strain   C. spread   D. stain

14. A. this    B. which   C. that    D. what

15. A. deal    B. dispose   C. work   D. handle

16. A. effectively  B. efficiently  C. feasibly   D. formally

17. A. Work   B. Do    C. Take    D. Make

18. A. apologize   B. appease   C. applaud   D. appeal

19. A. do    B. does    C. did    D. done

20. A. conduce   B. conductible  C. conducive  D. conductive

Section II  Reading Comprehension

Part A

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)

Text 1

When an invention is made, the inventor has three possible courses of action open to him: he can give the invention to the world by publishing it, keep the idea secret, or patent it.

A granted patent is the result of a bargain struck between an inventor and the state, by which the inventor gets a limited period of monopoly (壟斷) and publishes full details of his invention to the public after that period terminates.

Only in the most exceptional circumstances is the life-span of a patent extended to alter this normal process of events.

The longest extension ever granted was to Georges Valensi; his 1939 patent for color TV receiver circuitry was extended until 1971 because for most of the patent's normal life there was no color TV to receive and thus no hope of reward for the invention.

Because a patent remains permanently public after it has terminated, the shelves of the library attached to the patent office contain details of literally millions of ideas that are free for anyone to use and, if older than half a century, sometimes even re-patent. Indeed, patent experts often advise anyone wishing to avoid the high cost of conducting a search through live patents that the one sure way of avoiding violation of any other inventor's right is to plagiarize a dead patent. Likewise, because publication of an idea in any other form permanently invalidates further patents on the idea, it is traditionally safe to take ideas from other areas of print. Much modern technological advance is based on these presumptions of legal security.

Anyone closely involved in patents and inventions soon learns that most 'new' ideas are, in fact, as old as the hills. It is their reduction to commercial practice, either through necessity or dedication, or through the availability of new technology that makes news and money. The basic patent for the theory of magnetic recording dates back to 1886. Many of the original ideas behind television originate from the late 19th and early 20th century. Even the Volkswagen rear engine car was anticipated by a 1904 patent for a cart with the horse at the rear.

21. The passage is mainly about _____________________.

A. an approach to patents

B. the application for patent

C. the use of patents

D. the access to patents

22. Which of the following is TRUE according to the passage?

A. When a patent becomes out of effect, it can be re-patented if necessary

B. It is necessary for an inventor to apply for a patent before he makes his invention public

C. A patent holder must publicize the details of his invention when its legal period is over

D. One can get all the details of a patented invention from a library attached to the patent office

23. Georges Valensi's patent lasted until 1971 because __________________.

A. nobody would offer any reward for his patent prior to that time

B. his patent could not be put to use for an unusually long time

C. there were not enough TV stations to provide color programmes

D. the color TV receiver was not available until that time

24. The word "plagiarize (Line 5, Para. 5) most probably means "_______________"

A. steal and use

C. make public

B. give reward to

D. taken and change

25. From the passage we learn that __________________.

A. an invention will not benefit the inventor unless it is reduced to commercial practice

B. products are actually inventions which were made a long time ago

C. it is much cheaper to buy an old patent than a new one

D. patent experts often recommend patents to others by conducting a search though dead patents

Text Two

Amitai Etzioni is not surprised by the latest headings about scheming corporate crooks (騙子). As a visiting professor at the Harvard Business School in 1989, he ended his work there disgusted with his students' overwhelming lust for money. "They're taught that profit is all that matters," he says. "Many schools don't even offer ethics (倫理學(xué)) courses at all."

Etzioni expressed his frustration about the interests of his graduate students. "By and large, I clearly had not found a way to help classes full of MBAs see that there is more to life than money, power, fame and self-interest." He wrote at the time. Today he still takes the blame for not educating these "business-leaders-to-be." "I really feel like I failed them," he says. "If I was a better teacher, maybe I could have reached them."

Etzioni was a respected ethics expert when he arrived at Harvard. He hoped his work at the university would give him insight into how questions of morality could be applied to places where self-interest flourished. What he found wasn't encouraging. Those would be executives had, says Etzioni, little interest in concepts of ethics and morality in the boardroom-and their professor was met with blank stares when he urged his students to see business in new and different ways.

Etzioni sees the experience at Harvard as an eye-opening one and says there's much about business schools that he'd like to change. "A lot of the faculty teaching business are bad news themselves," Etzioni says. From offering classes that teach students how to legally manipulate contracts, to reinforcing the notion of profit over community interests, Etzioni has seen a lot that's left him shaking his head. And because of what he's seen taught in business schools, he's not surprised by the latest rash of corporate scandals. "In many ways things have got a lot worse at business schools, I suspect," says Etzioni.

Etzioni is still teaching the sociology of right and wrong and still calling for ethical business leadership. "People with poor motives will always exist." He says. "Sometimes environments constrain those people and sometimes environments give those people opportunity." Etzioni says the booming economy of the last decade enabled those individuals with poor motives to get rich before getting in trouble. His hope now: that the cries for reform will provide more fertile soil for his long-standing messages about business ethics.

26. What impressed Amitai Etzioni most about Harvard MBA students?

A. Their keen interest in business courses.

B. Their intense desire for money.

C. Their tactics for making profits.

D. Their potential to become business leaders.

27. Why did Amitai Etzioni say "I really feel like I failed them" (Line 4, Para. 2)?

A. He was unable to alert his students to corporate malpractice.

B. He didn't teach his students to see business in new and different ways.

C. He could not get his students to understand the importance of ethics in business.

D. He didn't offer courses that would meet the expectations of the business-leaders-to-be.

28. Most would-be executives at the Harvard Business School believed that ________.

A. questions of morality were of utmost importance in business affairs

B. self-interest should not be the top priority in business dealings

C. new and different principles should be taught at business schools

D. there was no place for ethics and morality in business dealings

29. In Etzioni's view, the latest rash of corporate scandals could be attributed to ________.

A. the tendency in business schools to stress self-interest over business ethics

B. the executives' lack of knowledge in legally manipulating contracts

C. the increasingly fierce competition in the modern business world

D. the moral corruption of business school graduates

30. We learn from the last paragraph that ________.

A. the calls for reform will help promote business ethics

B. businessmen with poor motives will gain the upper hand

C. business ethics courses should be taught in all business schools

D. reform in business management contributes to economic growth

Text Three

In science, a theory is a reasonable explanation of observed events that are related. A theory often involves an imaginary model that helps scientists picture the way an observed event could be produced. A good example of this is found in the kinetic molecular theory, in which gases are pictured as being made up of many small particles that are in constant motion.

A useful theory, in addition to explaining past observations, helps to predict events that have not as yet been observed. After a theory has been publicized, scientists design experiments to test the theory. If observations confirm the scientists' predictions, the theory is supported. If observations do not confirm the predictions, the scientists must search further. There may be a fault in the experiment, or the theory may have to be revised or rejected.

Science involves imagination and creative thinking as well as collecting information and performing experiments. Facts by themselves are not science. A the mathematician Jules Henri Poincare said: "Science is built with facts just as a house is built with bricks, but a collection of facts cannot be science any more than a pile of bricks can be called a house."

Most scientists start an investigation by finding out what other scientists have learned about a particular problem. After known facts have been gathered, the scientist comes to the part of the investigation that requires considerable imagination. Possible solutions to the problem are formulated. These possible solutions are called hypotheses.

In a way, any hypothesis is a leap into the unknown. It extends the scientist's thinking beyond the known facts. The scientist plans experiments, performs calculations, and makes observations to test hypotheses. For without hypotheses, further investigation lacks purpose and direction. When hypotheses are confirmed, they are incorporated into theory.

31. Which of the following is the main subject of the passage?

A. The importance of models in scientific theories.

B. The place of theory and hypothesis in scientific investigation.

C. The sorts of facts that scientists find most interesting.

D. The ways that scientists perform different types of experiments.

32. According to the second paragraph, a useful theory is one that helps scientists to

A. find errors in past experiments

B. observe events

C. make predictions

D. publicize new findings

33. Bricks are mentioned in paragraph 3 to indicate how

A. mathematicians approach science

B. building a house is like performing experiments

C. science is more than a collection of facts

D. scientific experiments have led to improved technology

34. In the fourth paragraph, the author implies that imaginations are most important to scientists when they

A. evaluate previous work on a problem

B. formulate possible solutions to a problem

C. gather known facts

D. close an investigation

35. In the last paragraph, what does the author imply is a major function of hypotheses?

A. Sifting through known facts

B. Communicating a scientist's thoughts to others

C. Providing direction for scientific research

D. Linking together different theories

Text Four

If two scientists at Los Alamos National Laboratory are correct, people will still be driving gasoline-powered cars 50 years from now, giving out heat-trapping carbon dioxide into the atmosphere-and yet that carbon dioxide will not contribute to global warming. The scientists, F. Jeffrey Martin and William L. Kubic Jr., are proposing a concept, which they have patriotically named Green Freedom, for removing carbon dioxide from the air and turning it back into gasoline.

The idea is simple. Air would be blown over a liquid solution which would absorb the carbon dioxide. The carbon dioxide would then be extracted and subjected to chemical reactions that would turn it into fuel. Although they have not yet built a fuel factory, or even a small prototype, the scientists say it is all bused on existing technology. "Everything in the concept has been built, is operating or has a close cousin that is operating." Dr. Martin said. The proposal does not violate any laws of physics, and other scientists have independently suggested similar ideas.

In the efforts to reduce humanity's emissions of carbon dioxide, three solutions have been offered: hydrogen-powered cars, electric cars and biofuels. Biofuels are gasoline substitutes produced from plants like corn or sugar cane. Plants absorb carbon dioxide as they grow, but growing crops for fuel take up wide strips of land. Hydrogen-powered cars emit no carbon dioxide, but producing hydrogen requires energy, and if that energy comes from coal-fired power plants, then the problem has not been solved. The problem with electric cars is that they have typically been limited to a range of tens of miles as opposed to the hundreds of miles that can be driven on a tank of gas.

Gasoline, it turns out, is an almost ideal fuel (except that it produces carbon dioxide). If it can be made out of carbon dioxide in the air, the Los Alamos concept may mean there is little reason to switch, after all.

"It's definitely worth pursuing." said Martin I. Hoffert, a professor of physics at New York University. "It has a couple of pieces to it that are interesting." Other scientists also said the proposal looked promising but could not evaluate it fully because the details had not been published.

36.  What is most remarkable about the proposal made by the two scientists?

A.  It is given a patriotic name.

B. No law of physics is violated.

C.  It is base on existing technology.

D.  Carbon dioxide can be converted into fuel.

37.  What is the biggest problem with hydrogen-powered cars?

A.  There is no cheap source of hydrogen.

B.  There might be a safety problem in hydrogen production.

C.  They may still be a cause of global warming.

D.  They are not suitable for long-distance travel.

38. If what is proposed by the two scientists becomes true______

A.  air pollution will become a thing of the past

B.  there will be no need for gasoline substitutes

C.  people will be able to use much cheaper energy

D.  there will be no more biofuel-powered vehicles

39.  Which of the following can best describe the attitude of Martin I .Hoffert to the proposal?

A.  Indifferent

B. Positive

C.  Suspicious

D.  Critical

40. The passage is mainly written to________

A.  introduce a new concept

B.  compare different energy sources

C.  stress the importance of gasoline

D.  discuss solutions to global warming

Part B

Directions: Read the following text and then answer the questions by marking T if the statement is true or F if the statement is not true. Mark your answers on Answer Sheet 1 (10 points)

Prospects of Education

In the information Age---an era defined by knowledge workers---nothing will be as important as education. Yet today's educational system is a creature of the Industrial Age, a factory system for mass-producing minds. That is simply not up to the task of preparing our children---and us---for the rigors（嚴(yán)酷）of the Digital Age. Ours is an era of nearly unfathomable expansion of knowledge. It's said that about 80 percent of all the scientists who ever lived are alive and working today. The sum total of the world's knowledge is roughly doubling every four years.

Experts devoted to full-time study of their specialties can't keep up with all the cutting-edge developments in their fields. How can we expect that of teachers---let alone students?

And this is just the beginning. We're only now computerizing our entire society and building an information infrastructure（基礎(chǔ)設(shè)施）that will push everything into warp speed.

Fortunately, the same digital technologies that are spurring on this knowledge glut can also help provide a way out. Individualized learning will turn teachers into mentors.

Until now, a teacher facing a class of 30 kids had to decide whether to gear the lesson to the fast or slow kids and to choose the one style of learning in which the whole class would proceed.

Multimedia personal computers, using text and sound and photos and video, hold the potential to tailor lessons to the peculiarities of each individual mind in the room. They'll proceed at that individual's pace and be driven by the individual's natural curiosity.

These new technologies will provide tools to better address the complex learning needs of the modern student.

However, that means the time-honored role of the teacher almost certainly will change dramatically. No longer will teachers be the fonts of knowledge with all the answers that children seek. They can't possibly fulfill that role in the coming era. Instead they'll be more like mentors (指導(dǎo)者) or coaches who inspire or motivate the students to find the answers themselves. They'll be problem-solvers who help keep the students moving down their own learning tracks.

The purpose of teaching will essentially remain the same---but the style will be much different. Schools will be smaller and more plentiful, like today's day care.

Multimedia interactive learning will make possible a much more decentralized educational system and will do away with the need to physically gather students in large numbers at central sites.

Future education may be lifelong independent learning. In the Digital Age, formal education will be more focused on learning how to learn rather than on mastering a specific body of knowledge that will quickly become obsolete (陳舊過時的).

The emphasis will be on becoming adept at the learning tools, on mastering concepts quickly, on thinking critically, on expressing oneself effectively---preparing the student for lifelong independent learning.

In a very real sense, our education will never end. That may mean that our formal education will technically end much earlier than it does now. (Do we all really need the standard 12 to 16 years of study before we're allowed to get on with our lives?)

Or it may mean that we'll maintain lifelong relationships with institutions of higher education---ones that might not be the same colleges and universities that we look to today. Perhaps we'll never graduate.

41. Though nothing is more important than education in the Information Age, the present educational system is inadequate to prepare children for the requirements of the new era.

42. Teachers are devoted to full-time study of their specialties, and are therefore capable of keeping up with the latest developments in their own fields.

43. The new technologies will help deal with the complex learning needs of the modern students.

44. In the Digital Age, educational focus will be on learning how to learn rather than on mastering a specific body of knowledge.

45. In the future, our education will end much earlier than it does now so we can graduate at an earlier age.

Section IV  Translation

Directions: In this section there is a passage in English. Translate the following parts into Chinese and write your version on Answer Sheet 2 (15 points)

46.

Glance at share prices or short-term growth forecasts and you might feel comforted. Output has stopped shrinking in all the world's big economies. In its latest forecasts the IMF reckons global GDP will expand by 3.1% next year, 1.2 percentage points faster than it forecast in April. Global stockmarkets have rallied by 64% since their trough. Corporate finance, once frozen, is thawing fast. Bearish analysts are once again having to justify their pessimism.

Yet closer inspection suggests caution. Despite a welcome return to growth, the world economy is far from returning to "normal" activity. Unemployment is still rising and much manufacturing capacity remains idle. Many of the sources of today's growth are temporary and precarious. The rebuilding of inventories will not boost firms' output for long. Across the globe spending is being driven by government largesse. Massive fiscal and monetary stimulus is cushioning the damage to households' and banks' balance-sheets, but the underlying problems remain. In America and other former bubble economies, household debts are worryingly high, and banks need to bolster their capital. That suggests consumer spending will be lower and the cost of capital higher. The world economy may see a few quarters of respectable growth, but it will not bounce back to where it would have been had the crisis never happened.

Section IV    Writing

Part A

47. Directions:

Imagine you are a US scholar just returning from Shanghai, China. A few days ago, you took a taxi to Pudong International Airport. You rushed into the Airport Lounge, leaving your luggage in the taxi. The taxi-driver found out later and drove back to the airport to return your luggage to you. Write a letter to the Municipal Transportation Council to show your gratitude to the driver and praise the high quality of taxi service of the city.

You should write about 100 words on Answer Sheet 2  (10 points)

Part B

48.  Directions: In this section, you are asked to write an essay based on the following picture. You should write at least 150 words on the Answer Sheet 2. (15 points)

釣魚執(zhí)法，英語叫執(zhí)法圈套（entrapment）

"黑車"，illegally-operated cars

參考答案：

Section I:  BBDAC AABCD DBCDA ABABC

Section II: DCBAA BCDAA BCCBC DCBBA (TFTTF)

Section III: 看一眼股價或短期增長的預(yù)測，你或許會感到安心。在世界所有大的經(jīng)濟體中，生產(chǎn)已經(jīng)停止萎縮。國際貨幣基金在最近的預(yù)測中估計明年全球GDP將增長3.1%，比它在四月份的預(yù)測快了1.2個百分點。全球股市從低谷反轉(zhuǎn)上升了64%。熊市分析家們又一次不得不為他們的悲觀論調(diào)進行辯解。

但更仔細(xì)的審視提醒我們小心。盡管世界經(jīng)濟令人歡迎重現(xiàn)增長，但遠(yuǎn)非恢復(fù)正常。失業(yè)率還在上升，許多產(chǎn)能依舊閑置�，F(xiàn)在許多增長的源由是暫時性，不穩(wěn)定的。庫存的重現(xiàn)并不能長期推動公司的生產(chǎn)�？v觀全球，油費是由政府的慷慨支出而驅(qū)動。巨大的財政和貨幣刺激減輕了家庭和銀行資產(chǎn)損失，但潛在的問題仍然存在。

在美國和其它一些前泡沫經(jīng)濟中，家庭債務(wù)高得令人擔(dān)憂，而銀行需要勉力支持它們的資本。這意味著消費者的支出會更低，而資本的成本更高。世界經(jīng)濟可能會出現(xiàn)幾個季度的可喜的增長，但它不會反彈回到金融危機沒有發(fā)生前的狀況。