| MBA易错题（2019/1/30） |
| 第1题：Large lecture classes are frequently regarded as a necessary evil. Such classes (1) be offered in many colleges and universities to meet high student (2) with limited faculty resource, (3) teaching a large lecture class can be a (4) task. Lecture halls are (5) large, barren, and forbidding. It is difficult to get to know students. Students may seem bored in the (6) environment and may (7) read newspapers or even leave class in the middle of a lecture. Written work by the students seems out of the (8) . Although the challenges of teaching a large lecture class are (9) , they are not insurmountable. The solution is to develop (10) methods of classroom instruction that can reduce, if not (11) , many of the difficulties (12) in the mass class. In fact, we have (13) at Kent State University teaching techniques which help make a large lecture class more like a small (14) . An (15) but important benefit of teaching the course (16) this manner has involved the activities of the teaching assistants who help us mark students’ written work. The faculty instructor originally decided to ask the teaching assistants for help (17) this was the only practical way to (18) that all the papers could be evaluateD、Now those (19) report enjoying their new status as "junior professors", gaining a very different (20) on college education by being on the other side of the desk, learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students’ papers. A．tiny B．potential C．fundamental D．substantial |
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| 第2题：The invention of both labor-saving tools and tools of intelligence is rarely accidental. Instead, it is usually the product of human need; (21) is truly the mother of invention. People usually devise tools to (22) for natural deficiencies. For example, people invented weapons to defend (23) from physically superior (24) .But (25) is only one incentive for inventions. People also invent (26) tools to (27) certain established tasks more efficiently. For instance, people developed the bow and arrow from the (28) spear or javelin in order to shoot (29) and strike with greater strength. (30) civilizations developed, greater work efficiency came to be demanded, and (31) tools became more (32) .A、tool would (33) a function until it proved (34) in meeting human needs, at which point an improvement would be made. One impetus for invention has always been the (35) for speed and high-quality results--provided they are achieved (36) reasonable costs. Stone pebbles were sufficient to account for small quantities of possessions, (37) they were not efficient enough for performing sophisticated mathematics. However, beads arranged systematically evolved into the abacus. The (38) of this tool can be (39) to the development of commerce in theEast around 3000B、C、, and the abacus is known (40) by the ancientBabylonians,Egyptians,Chinese, etC、 A、trailedB、tracedC、trappedD、tested |
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| 第3题：The invention of both labor-saving tools and tools of intelligence is rarely accidental. Instead, it is usually the product of human need; (21) is truly the mother of invention. People usually devise tools to (22) for natural deficiencies. For example, people invented weapons to defend (23) from physically superior (24) .But (25) is only one incentive for inventions. People also invent (26) tools to (27) certain established tasks more efficiently. For instance, people developed the bow and arrow from the (28) spear or javelin in order to shoot (29) and strike with greater strength. (30) civilizations developed, greater work efficiency came to be demanded, and (31) tools became more (32) .A、tool would (33) a function until it proved (34) in meeting human needs, at which point an improvement would be made. One impetus for invention has always been the (35) for speed and high-quality results--provided they are achieved (36) reasonable costs. Stone pebbles were sufficient to account for small quantities of possessions, (37) they were not efficient enough for performing sophisticated mathematics. However, beads arranged systematically evolved into the abacus. The (38) of this tool can be (39) to the development of commerce in theEast around 3000B、C、, and the abacus is known (40) by the ancientBabylonians,Egyptians,Chinese, etC、 A、but B、andC、whileD、thus |
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| 第4题：巨额国家预算赤字不会造成巨额贸易赤字。如果能造成，预算赤字最大的国家也会有最大的贸易赤字。实际上，当赤字的数字可以调节时，以致不同国家彼此确实相当时，没有这种联系。 如果以上陈述都是正确的，能在它们的基础上正确地推出以下哪一项 A．有巨额国家预算赤字的国家倾向于限制对外贸易。 B．不可能把一国赤字的数字与其他国家的数字进行可靠的比较。 C．减少一国国家预算赤字不一定导致该国应该有的贸易赤字的降低。 D．按人口多少将所有国家从大到小排列，那些最小的国家通常有最小的预算和贸易赤字。 E．贸易赤字最大的国家从来没有类似的国家巨额预算赤字。 |
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| 第5题： {{B}}Directions:{{/B}} Read the following passage. For each numbered blank there are four choices markedA,B,C、andD、Choose the best one and mark your answers onANSWER SHEET 1. The Kendlers found that the children could learn the separate bits readily enough. {{U}} (26) {{/U}} the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble.All they had to do was put it in a hole.) {{U}} (27) {{/U}} they did not for the most part ’integrate’, to use the Kendlers’ terminology. They did not press the button to get the marble and then {{U}} (28) {{/U}} without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive {{U}} (29) {{/U}}. The mystery at first appears to deepen when we learn, from {{U}} (30) {{/U}} psychologist, MichaelCole, and his colleagues, that adults in anAfrican culture apparently cannot do the Kendlers’ task either.But it lessens, {{U}} (31) {{/U}} when we learn that a task was devised which was {{U}} (32) {{/U}} to the Kendlers’ one but much easier for theAfrican males to handle. {{U}} (33) {{/U}} the button-pressing machine,Cole used a locked box and two {{U}} (34) {{/U}} colored match-boxes, one of which contained a key that would open the box. Notice that there are still two {{U}} (35) {{/U}} segments--"open the right matchbox to get the key" and "use the key to open the box"--so the task seems formally to be {{U}} (36) {{/U}}But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then {{U}} (37) {{/U}} that the difficulty of integration is greatly reduceD、 Recent work by Simon Hewson is of great interest here for it shows that, for young children, {{U}} (38) {{/U}}, the difficulty lies not in the {{U}} (39) {{/U}} processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem {{U}} (40) {{/U}} college students did in the Kendlers’ own experiments. |