2015下半年大學(xué)英語(yǔ)六級(jí)模擬題：選詞填空
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 36 to 45 are based on the following passage.
In the second half of the twentieth century, many countries of the South began to send students to the industrialized countries for further education. They（36）needed supplies of highly trained personnel to（37） a concept of development based on modernization. But many of these students decided to stay on in the developed
countries when they had finished their training.
In the 1960s, some Latin American countries tried to solve this problem by setting up special "return"programs to encourage their professionals to come back home. These programs received support from international bodies such as the International Organization for Migration, which in 1974enabled over 1,60038scientists and technicians to return to Latin America.
In the 1980s and 1990s, "temporary return" programs were set up in order to make the best use of trained personnel（39）strategic positions in the developed countries. This gave rise to the United Nations Development Program's Transfer of Knowledge through Expatriate Nationals, which encourages technicians and scientists to work in their own countries for short periods. But the brain drain from these countries may well increase in（40） to the new laws of the international market in knowledge.
Recent studies （41） that the most developed countries are going to need more and more highly qualified professionals around twice as many as their educational systems will be able to produce, or so it is thought. As a （42）there is an urgent need for developing countries which send students abroad to give（43）to fields where they need competent people to give muscle to their own institutions, instead of encouraging the training of people who may not come back because there are no professional outlets for them. And the countries of the South must not be content with institutional structures that simply take back professionals sent abroad; they must introduce（44）administrative procedures to encourage them to return. If they do not do this, the brain drain is（45）to continue.
A． forecast
B． flexible
C. neutrally
D． preference
E.detachM
F. bound
G. implement
H. consequence
I. qualified
J. dismissing
K. result
L.occupying
M. urgently
N . skeptical
O . response
20世紀(jì)下半葉，很多發(fā)展中國(guó)家開始把本國(guó)學(xué)生送往工業(yè)化國(guó)家深造。他們[36]迫切需要大批訓(xùn)練有素的專業(yè)人才以[37]落實(shí)基于現(xiàn)代化的發(fā)展觀。
20世紀(jì)60年代。一些拉美國(guó)家設(shè)法通過(guò)設(shè)立專門的“回歸”項(xiàng)目，鼓勵(lì)其專業(yè)人才回國(guó)，以使這個(gè)問(wèn)題得到解決。這些項(xiàng)目得到了諸如國(guó)際移民組織等國(guó)際機(jī)構(gòu)的支持，因此，1974年，1600多位[38]合格的科學(xué)家和技術(shù)人員得以回到拉丁美洲。
在20世紀(jì)80～90年代，“暫時(shí)性回歸”項(xiàng)目得以設(shè)立，旨在使那些在發(fā)達(dá)國(guó)家[39]擔(dān)任戰(zhàn)略性職位的專門人才人盡其用。這也促使聯(lián)合國(guó)發(fā)展計(jì)劃署設(shè)立了“外僑傳遞知識(shí)”項(xiàng)目。該項(xiàng)目鼓勵(lì)技術(shù)人員和科學(xué)家在自己的祖國(guó)進(jìn)行短期的工作。但是[40] 由于知識(shí)界國(guó)際市場(chǎng)的新法則，這些國(guó)家的人才流失或許會(huì)更加嚴(yán)重。
最近的研究[41]預(yù)測(cè)，最發(fā)達(dá)的國(guó)家將會(huì)需要越來(lái)越多的高素質(zhì)專業(yè)人才，所需人數(shù)大概是其教育系統(tǒng)所能培養(yǎng)的人才的兩倍?；蛘咭部梢哉f(shuō)，人們是這么認(rèn)為的。[42]因此派學(xué)生出國(guó)留學(xué)的發(fā)展中國(guó)家急需向那些需要有能力的人來(lái)加強(qiáng)其體系的領(lǐng)域[43]傾斜，而不是鼓勵(lì)培養(yǎng)那些由于找不到專業(yè)出路而有可能不回國(guó)的人。并且發(fā)展中國(guó)家不應(yīng)該只滿足于那種簡(jiǎn)單地把派往海外的專業(yè)人才送回國(guó)的體制結(jié)構(gòu)，而是必須要引進(jìn)[44]靈活的管理程序以鼓勵(lì)留學(xué)生回國(guó)。如果它們不這樣做，人才流失問(wèn)題[45] 必定會(huì)繼續(xù)存在。
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