2010年考研《英語(yǔ)(二)》模擬試卷

　　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)

　　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)

　　Among the thousands of business schools now operating around the world you would be hard-pressed to find one that doesn't believe it can teach the skills of entrepreneurship. However, of the people who immediately 1 to mind when one thinks of entrepreneurs——Bill Gates, Richard Branson or Oprah Winfrey, for example—few have done more than 2 a speech at a business school. 3 , a recent study by King's College in London has suggested what many intuitively 4 : that entrepreneurship may actually be in the blood—more to do with genes than classroom experience. All of which 5 the question—does an entrepreneur really need a business-school education?

　　Not surprisingly some of the best-known schools in the field have a 6 answer to this: they don't actually profess to create entrepreneurs, 7 they nurture innate ability. Or as Timothy Faley of the entrepreneurial institute at Michigan's Ross School of Business 8 it: “A good idea is not enough. You need to know how to 9 a good idea into a good business.”

　　Schools do this in a number of ways. One is to 10 that faculty are a mix of classic academics and businesspeople with experience of 11 their own successful firms. They can also create “incubators” where students 12 ideas and rub shoulders on a day-to-day basis with the external business world, receiving both advice and hard cash in the form of investment.

　　Arguably such help is now more important than ever. The modern entrepreneur is faced with a more 13 world than when Richard Branson began by selling records out of a phone box. According to Patrice Houdayer, head of one of Europe's best-known entrepreneurship schools, EMIYON in France, new businesses used to move through a 14 series of growth steps—what he terms garage, local, national and international. Now however, 15 the communications revolution, they can leapfrog these stages and go global more or less straightaway—encountering a whole new 16 of problems and challenges. In this 17 Professor Houdayer maintains that the increasingly 18 nature of MBA classes can help the nascent entrepreneur in three ways: by plugging them into an international network of contacts and advisors, by preparing them for the pitfalls and opportunities 19 with dealing across different cultures and by 20 them to the different ways that business is conducted around the globe.

　　1.[A]bring [B]call [C]spring [D]apply

　　2.[A]report [B]deliver [C]prepare [D]compose

　　3.[A]Indeed [B]Likewise [C]Therefore [D]Furthermore

　　4.[A]conclude [B]assume [C]neglect [D]suspect

　　5.[A]stirs [B]arouses [C]proves [D]invites

　　6.[A]ready [B]unique [C]positive [D]favorable

　　7.[A]yet [B]rather [C]nor [D]nevertheless

　　8.[A]states [B]makes [C]puts [D]interprets

　　9.[A]shift [B]transfer [C]modify [D]transform

　　10.[A]ensure [B]assure [C]affirm [D]enlighten

　　11.[A]carrying on [B]setting up [C]working out [D]turning around

　　1 2. [A]convey [B]cherish [C]nurture [D]impart

　　13.[A]complex [B]complicated [C]complementary [D]fantastic

　　14.[A]variable [B]obvious [C]imperative [D]distinct

　　15.[A]thanks to [B]but for [C]for all [D]next to

　　1 6. [A]bulk [B]host [C]set [D]magnitude

　　1 7. [A]position [B]context [C]perspective [D]dimension

　　18.[A]similar [B]differential [C]diverse [D]versatile

　　1 9. [A]interacted [B]combined [C]confronted [D]associated

　　20.[A]entitling [B]exposing [C]leading [D]committing