1、考研英语 200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)Comparisons were drawn between the development television in the 20th century and the diffusion printing in the 15th and 16th centuries. Yet much had happened -|_|-As was discussed before, it was not -|_|- the 19th century that the n
2、ewspaper became the dominant pre- electronic -|_|- , following in the wake the pamphlet and the book and in the -|_|- the periodical. It was during the same time that the communications revolution -|_|- up, beginning with transport, the railway, and leading -|_|- through the telegraph, the telephone
3、, radio, and motion pictures -|_|- the 20th-century world the motor car and the airplane. Not everyone sees that in -|_|- It is important to do so. It is generally recognized, -|_|- , that the introduction the computer in the early 20th century, -|_|-by the invention the integrated circuit during th
4、e 1960s, radically changed the , -|_|-its impact the media was not immediately -|_|-As time went by, computers became smaller and more powerful, and they became “personal“ too, as well as -|_|-, with display becoming sharper and storage -|_|-increasing. They were thought , like people, -|_|-generati
5、ons, with the distance between generations much -|_|-. It was within the computer age that the term “information society“ began to be widely used to describe the -|_|-within which we now live. The communications revolution has -|_|-both work and leisure and how we think and feel both about place and
6、 time, but there have been -|_|-views about its economic, political, social and cultural implications. “Benefits“ have been weighed -|_|-“harmful“ outcomes. And generalizations have proved difficult. Comparisons were drawn between the development television in the 20th century and the diffusion prin
7、ting in the 15th and 16th centuries. Yet much had happened -|_|-As was discussed before, it was not -|_|- the 19th century that the newspaper became the dominant pre- electronic -|_|- , following in the wake the pamphlet and the book and in the -|_|- the periodical. It was during the same time that
8、the communications revolution -|_|- up, beginning with transport, the railway, and leading -|_|- through the telegraph, the telephone, radio, and motion pictures -|_|- the 20th-century world the motor car and the airplane. Not everyone sees that in -|_|- It is important to do so. It is generally rec
9、ognized, -|_|- , that the introduction the computer in the early 20th century, -|_|-by the invention the integrated circuit during the 1960s, radically changed the , -|_|-its impact the media was not immediately -|_|-As time went by, computers became smaller and more powerful, and they became “perso
10、nal“ too, as well as -|_|-, with display becoming sharper and storage -|_|-increasing. They were thought , like people, -|_|-generations, with the distance between generations much -|_|-. It was within the computer age that the term “information society“ began to be widely used to describe the -|_|-
11、within which we now live. The communications revolution has -|_|-both work and leisure and how we think and feel both about place and time, but there have been -|_|-views about its economic, political, social and cultural implications. “Benefits“ have been weighed -|_|-“harmful“ outcomes. And genera
12、lizations have proved difficult. （分数：1.00）A.betweenB.beforeC.sinceD.later二、Section Writing(总题数：1，分数：1.00)2. Study the following graph carefully and write an essay which should cover 1) general situation of crime victims in U. S. 2) the most frequent victims and their implications, and 3) your commen
13、t. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points) Study the following graph carefully and write an essay which should cover 1) general situation of crime victims in U. S. 2) the most frequent victims and their implications, and 3) your comment. You should write about 160-
14、200 words neatly on ANSWER SHEET 2. (20 points) * （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)To what extent are the unemployed failing in their duty to society to work, and how far has the State an obligation to ensure that they have work to do? It is by now increasingly recognized that workers may b
15、e thrown out of work by industrial forces beyond their control, and that the unemployed are in some sense paying the price of the economic progress of the rest of the community. But concern with unemployment and the unemployed varies sharply. The issues of duty and responsibility were reopened and r
16、evitalized by the unemployment scare of 1971-2. Rising unemployment and increased sums paid out in benefits to the workless had reawakened controversies which had been inactive during most of the period of fuller employment since the war ended the Depression. It looked as though in future there woul
17、d again be too little work to go round, so there were arguments about how to produce more work, how the available work should be shared out, and who was responsible for unemployment and the unemployed. In 1972 there were critics who said that the States action in allowing unemployment to rise was a
18、faithless act, a breaking of the social contract between society and the worker. Yet in the main any contribution by employers to unemploymentsuch as laying off workers in order to introduce technological changes and maximize profitstended to be ignored. And it was the unemployed who were accused of
19、 failing to honour the social contract, by not fulfilling their duty to society to work. In spite of general concern at the scale of the unemployment statistics, when the unemployed were considered as individuals, they tended to attract scorn and threats of punishment. Their capacities and motivatio
20、n as workers and their value as members of society became suspect. Of all the myths of the Welfare State, stories of the work-shy and borrowers have been the least well-founded on evidence, yet they have proved the most persistent. The unemployed were accused of being responsible for their own workl
21、ess condition, and doubts were expressed about the States obligation either to provide them with the security of work or to support them through Social Security. Underlying the arguments about unemployment and the unemployed is a basic disagreement about the nature and meaning of work in society. To
22、 what extent can or should work be regarded as a service, not only performed by the worker for society but also made secure for the worker by the State, and supported if necessary? And apart from cash are there social pressures and satisfactions which cause individuals to seek and keep work. so that
23、 the workless need work rather than just cash? （分数：1.00）(1). It is the authors belief that（分数：0.20）A.unemployment must lead to depression of national economy.B.the unemployed are the victims of economical development.C.unemployment should be kept under control by industrial forces.D.the unemployed a
24、re denied responsibility for technological progress.(2).What the author proposes to examine is whether（分数：0.20）A.the unemployed or the State is liable for unemployment.B.the State should discard those for their being laid off.C.the unemployed or the State should make work compulsory.D.the State or t
25、he individual is to perform his social obligations.(3).The basic disagreement about the essence of work rests on whether or not（分数：0.20）A.the unemployed ought to be supported by society as a whole.B.the State realizes that people work for more than just money.C.the jobless are guaranteed regular emp
26、loyment and benefits.D.the State has to secure workers against frequent unemployment.(4).The effect of the 1971-2 unemployment scare was to（分数：0.20）A.arouse great anxiety about the unavailability of work.B.cause much concern for the benefits to the unemployed.C.make the subject of unemployment contr
27、oversial again.D.show there being too little work to go round again.(5).According to the author, in the 1971-2 crisis（分数：0.20）A.the State and the employers were equally blameworthy.B.the unemployed did not fulfil their social duty to find jobs.C.the employers role in creating unemployment was concea
28、led.D.the State was guilty of breaking the social contract.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 reasons of radical educational reform. Very few writers on the s
29、ubject 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 education. Justified for reasons radically different from why edu
30、cation 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 who is incomplete if he cannot competently assess how his liveli
31、hood 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 by nature to pursue this kind of education. With optimism char
32、acteristic 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 confusion between educational and vocational reasons for bringing
33、 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 European schools introduce the concept of professional training early
34、 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. Besides, this is unlikely to produce the needed number of ever
35、y 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 since well- developed skills, all other factors being equal, can
36、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 engineer, that is, of course, and entirely different story. Basic c
37、omputer 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 course, that no school, vocational or not, is helped by a confus
38、ion 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 indispensable to all children _.（分数：0.25）A.is indicative of a pessimism i
39、n 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 that in the authors country the European model of professional
40、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 be_.（分数：0.25）A.included as an auxiliary course in schoolB.highl
41、ighted in acquisition of professional qualificationsC.mastered through a life-long courseD.equally emphasized by any school, vocational or otherwiseOf all the components of a good night s sleep, dreams seem to be least within our control. In dreams, a window opens into a world where logic is suspend
42、ed and dead people speak. A century ago, Freud formulated his revolutionary theory that dreams were the disguised shadows of our unconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just “mental noise“the random byproducts of the neural - repair work tha
43、t goes on during sleep. Now researchers suspect that dreams are part of the mind s emotional thermostat, regulating moods while the brain is “off - line.“ And one leading authority says that these intensely powerful mental events can be not only harnessed but actually brought under conscious control
44、, to help us sleep and feel better. “It s your dream,“ says Rosalind Cartwright, chair of psychology at Chicago s Medical Center. “If you don t like it, change it.“ Evidence from brain imaging supports this view. The brain is as active during REM (rapid eye movement) sleepwhen most vivid dreams occu
45、ras it is when fully awake, says Dr. Eric Nofzinger at the University of Pittsburgh. But not all parts of the brain are equally involved; the limbic system (the “emotional brain“) is especially active, while the prefrontal cortex (the center of intellect and reasoning) is relatively quiet. “We wake
46、up from dreams happy or depressed, and those feelings can stay with us all day,“ says Stanford sleep researcher Dr. William Dement. The link between dreams and emotions shows up among the patients in Cartwright s clinic. Most people seem to have more bad dreams early in the night, progressing toward
47、 happier ones before awakening, suggesting that they are working through negative feelings generated during the day. Because our conscious mind is occupied with daily life we don t always think about the emotional significance of the day s eventsuntil, it appears, we begin to dream. And this process need not be left to the unconscious. Cartwright believes one can exercise conscious control over r
