1、考研英语 120及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals, -|_|- this is largely because, -|_|- animals, we stand upright. This means that our noses are -|_|- to perceiving those
2、smells which float through the air, -|_|- the majority of smells which stick to surfaces. In fact, -|_|- , we are extremely sensitive to smells, -|_|- we do not generally realize it. Our noses are capable of -|_|- human smells even these are -|_|-to far below one part in one million. Strangely, some
3、 people find that they can smell one type of flower but not another, -|_|- others are sensitive to the smells of both flowers. This may be because some people do not have the genes necessary to generate -|_|- smell receptors in the nose. These receptors are the cells which sense smells and send -|_|
4、- to the brain. However, it has been found that even people insensitive to a certain smell -|_|- can suddenly become sensitive to it -|_|- to it often enough. The explanation for insensitivity to smell seems to be that the brain finds it -|_|- to keep all smell receptors working all the time but can
5、 -|_|- new receptors if necessary. This may -|_|- explain why we are not usually sensitive to our own smellswe simply do not need to be. We are not -|_|- of the usual smell of our own house, but we -|_|- new smells we visit someone else s. The brain finds it best to keep smell receptors -|_|- for un
6、familiar and emergency signals -|_|- the smell of smoke, which might indicate the danger of fire. The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals, -|_|- this is largely because, -|_|- animals, we stand upright. This means that our noses
7、 are -|_|- to perceiving those smells which float through the air, -|_|- the majority of smells which stick to surfaces. In fact, -|_|- , we are extremely sensitive to smells, -|_|- we do not generally realize it. Our noses are capable of -|_|- human smells even these are -|_|-to far below one part
8、in one million. Strangely, some people find that they can smell one type of flower but not another, -|_|- others are sensitive to the smells of both flowers. This may be because some people do not have the genes necessary to generate -|_|- smell receptors in the nose. These receptors are the cells w
9、hich sense smells and send -|_|- to the brain. However, it has been found that even people insensitive to a certain smell -|_|- can suddenly become sensitive to it -|_|- to it often enough. The explanation for insensitivity to smell seems to be that the brain finds it -|_|- to keep all smell recepto
10、rs working all the time but can -|_|- new receptors if necessary. This may -|_|- explain why we are not usually sensitive to our own smellswe simply do not need to be. We are not -|_|- of the usual smell of our own house, but we -|_|- new smells we visit someone else s. The brain finds it best to ke
11、ep smell receptors -|_|- for unfamiliar and emergency signals -|_|- the smell of smoke, which might indicate the danger of fire. （分数：1.00）A.althoughB.asC.butD.while二、Section Writing(总题数：1，分数：1.00)2 Study the following chart carefully and write an essay in which you should 1) analyze the chart, 2) in
12、terpret its meaning, and 3) suggest possible measures to take. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points) . Study the following chart carefully and write an essay in which you should 1) analyze the chart, 2) interpret its meaning, and 3) suggest possible measures to t
13、ake. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points) （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)An invisible border divides those arguing for computers in the classroom on the behalf of students career prospects and those arguing for computers in the classroom for broader r
14、easons of radical educational reform. Very few writers on the subject have explored this distinction-indeed, contradiction-which goes to the heart of what is wrong with the campaign to put computers in the classroom. An education that aims at getting a student a certain kind of job is a technical ed
15、ucation. Justified for reasons radically different from why education is universally required by law. It is not simply to raise everyones job prospects that all children are legally required to attend school into their teens. Rather,we have a certain conception of the American citizen, a character w
16、ho is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case, before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped
17、 by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the co
18、nfusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often emphasize the job prospects of graduates over their educational achievement. There are some good arguments for a technical education given the fight kind of student. Many Europe
19、an schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants.
20、 Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations. But, for a small group of students, professional training might be the way to go si
21、nce well- developed skills, all other factors being equal, can be the difference between having a job and not. Of course,the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engi
22、neer, that is, of course, and entirely different story. Basic computer skills take-at the very longest-a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skillsthat are necessary to becoming any kind of professional. It should be observed, of c
23、ourse, that no school, vocational or not, is helped by a confusion over its purpose. （分数：1.00）(1).The author thinks the present rush to put computers in the classroom is_.（分数：0.25）A.far-reachingB.dubiously orientedC.serf-contradictoryD.radically reformatory(2).The belief that education is indispensa
24、ble to all children _.（分数：0.25）A.is indicative of a pessimism in disguiseB.came into being along with the arrival of computersC.is deeply rooted in the minds of computer-education advocatesD.originated from the optimistic attitude of industrialized countries(3).It could be inferred from the passage
25、that in the authors country the European model of professional training is_.（分数：0.25）A.dependent upon the starting age of candidatesB.worth trying in various social sectionsC.of little practical valueD.attractive to every kind of professional(4).According to the author, basic computer skills should
26、be_.（分数：0.25）A.included as an auxiliary course in schoolB.highlighted in acquisition of professional qualificationsC.mastered through a life-long courseD.equally emphasized by any school, vocational or otherwiseIn such a changing, complex society formerly simple solutions to informational needs beco
27、me complicated. Many of lifes problems which were solved by asking family members, friends or colleagues are beyond the capability of the extended family to resolve. Where to turn for expert information and how to determine which expert advice to accept are questions facing many people today. In add
28、ition to this, there is the growing mobility of people since World War . As families move away from their stable community, their friends of many years, their extended family relationships, the informal flow of information is cut off, and with it the confidence that information will be available whe
29、n needed and will be trustworthy and reliable. The almost unconscious flow of information about the simplest aspects of living can be cut off. Thus, things once learned subconsciously through the casual communications of the extended family must be consciously learned. Adding to societal changes tod
30、ay is an enormous stockpile of information. The individual now has more information available than any generation, and the task of finding that one piece of information relevant to his or her specific problem is complicated, time-consuming and sometimes even overwhelming. Coupled with the growing qu
31、antity of information is the development of technologies which enable the storage and delivery of more information with greater speed to more locations than has ever been possible before. Computer technology makes it possible to store vast amounts of data in machine readable files, and to program co
32、mputers to locate specific information. Telecommunications developments enable the sending of messages via television, radio, and very shortly, electronic mail to bombard people with multitudes of messages. Satellites have extended the power of communications to report events at the instant of occur
33、rence. Expertise can be shared world wide through teleconferencing, and problems in dispute can be settled Without the participants leaving their homes and/or jobs to travel to a distant conference site. Technology has facilitated the sharing of information and the storage and delivery of informatio
34、n, thus making more information available to more people. In this world of change and complexity, the need for information is of greatest importance. Those people who have accurate, reliable up-to-date information to solve the day-to-day problems, the critical problems of their business, social and
35、family life, will survive and succeed. “Knowledge is power“ may well be the truest saying and access to information may be the most critical requirement of all people. （分数：1.00）(1). The word “it“ ( line 3, para. 2) most probably refers to_.（分数：0.25）A.the lack of stable communitiesB.the breakdown of
36、informal information channelsC.the increased mobility of familiesD.the growing number of people moving from place to place(2). The main problem people may encounter today arises from the fact that_.（分数：0.25）A.they have to learn new things consciouslyB.they lack the confidence of securing reliable an
37、d trustworthy informationC.they have difficulty obtaining the needed information readilyD.they can hardly carry out casual communications with an extended family(3). From the passage we can infer that_.（分数：0.25）A.electronic mail will soon play a dominant role in transmitting messagesB.it will become
38、 more difficult for people to keep secrets in an information eraC.people will spend less time holding meeting or conferencesD.events will be reported on the spot mainly through satellites(4).We can learn from the last paragraph that_.（分数：0.25）A.it is necessary to obtain as much knowledge as possible
39、B.people should make the best use of the information accessibleC.we should realize the importance of accumulating informationD.it is of vital importance to acquire needed information efficientlyIn the last half of the nineteenth century “capital“ and “labour“ were enlarging and perfecting their riva
40、l organizations on modem lines. Many an old firm was replaced by a limited liability company with a bureaucracy of salaried managers. The change met the technical requirements of the new age by engaging a large professional element and prevented the decline in efficiency that so commonly spoiled the
41、 fortunes of family firms in the second and third generation after the energetic founders. It was moreover a step away from individual initiative, towards collectivism and municipal and state-owned business. The railway companies, though still private business managed for the benefit of shareholders
42、, were very unlike old family business. At the same time the great municipalities went into business to supply lighting, trams and other services to the taxpayers. The growth of the limited liability company and municipal business had important consequences. Such large, impersonal manipulation of ca
43、pital and industry greatly increased the numbers and importance of shareholders as a class, an element in national life representing irresponsible wealth detached from the land and the duties of the landowners; and almost equally detached from the responsible management of business. All through the
44、nineteenth century, America, Africa, India, Australia and parts of Europe were being developed by British capital, and British shareholders were thus enriched by the worlds movement towards industrialisation. Towns like Bournemouth and Eastbourne sprang up to house large “comfortable“ classes who ha
45、d retired on their incomes, and who had no relation to the rest of the community except that of drawing dividends and occasionally attending a shareholders meeting to dictate their orders to the management. On the other hand “shareholding“ meant leisure and freedom which was used by many of the late
46、r Victorians for the highest purpose of a great civilization. The “shareholders“ as such had no knowledge of the lives, thoughts or needs of the workmen employed by the company in which he held shares, and his influence on the relations of capital and labour was not good. The paid manager acting for
47、 the company was in more direct relation with the men and their demands, but even he had seldom that familiar personal knowledge of the workmen which the employer had often had under the more patriarchal system of the old family business now passing away. Indeed the mere size of operations and the numbers of workmen involved rendered such personal relatio
