1、考研英语 665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)Industrial safety does not just happen. Companies -|_|- low accident rates plan their safety programs, work hard to organize them, and continue working to keep them -|_|- and active. When the work is well done, a -|_|- of accident-fr
2、ee operations is established -|_|- time lost due to injuries is kept at a minimum. Successful safety programs may -|_|- greatly in the emphasis placed on certain aspects of the program. place great emphasis on mechanical guarding. Others stress safe work practices by -|_|- roles or s. -|_|- others d
3、epend on an emotional appeal to the worker. But, there are certain basic ideas that must be used in every program if maximum results are to be obtained. There can be no question about the value of a safety program. From a financial standpoint alone, safety -|_|- . The fewer the injury -|_|- , the be
4、tter the workmans insurance rate. This may mean the difference between operating at -|_|- or at a loss. Industrial safety does not just happen. Companies -|_|- low accident rates plan their safety programs, work hard to organize them, and continue working to keep them -|_|- and active. When the work
5、 is well done, a -|_|- of accident-free operations is established -|_|- time lost due to injuries is kept at a minimum. Successful safety programs may -|_|- greatly in the emphasis placed on certain aspects of the program. place great emphasis on mechanical guarding. Others stress safe work practice
6、s by -|_|- roles or s. -|_|- others depend on an emotional appeal to the worker. But, there are certain basic ideas that must be used in every program if maximum results are to be obtained. There can be no question about the value of a safety program. From a financial standpoint alone, safety -|_|-
7、. The fewer the injury -|_|- , the better the workmans insurance rate. This may mean the difference between operating at -|_|- or at a loss. （分数：1.00）A.atB.inC.onD.with二、Section Writing(总题数：1，分数：1.00)2. 1) describe the set of drawings, interpret its meaning, and 2) point out its implications in our
8、life. You should write about 200 words neatly on ANSWER SHEET 2. (20 points) 1) describe the set of drawings, interpret its meaning, and 2) point out its implications in our life. You should write about 200 words neatly on ANSWER SHEET 2. (20 points) （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)All the
9、 characteristics and abilities a person acquires and all developmental changes result from two basic, though complex, processes: learning and maturation. Since the two processes almost always interact, it is difficult to separate their effects from each other or to specify the relative contribution
10、of each to a childs development. Clearly, growth in height is not learned but depends on maturation, a biological process. But improvements in motor activities such as walking, depend on maturation and learning, and the interaction between them. What, then, are maturation and learning? Developmental
11、 psychologists are not entirely in agreement, though there is a common core of accepted meaning. Thus all definitions of maturation stress organic processes or structural changes occurring within an individuals body that are relatively independent of external environmental conditions, experiences, o
12、r practice. By maturation it is meant development of the organism as a function of time, or age. Learning has also been defined in diverse ways, but the term generally refers to changes in behavior or performance as a consequence of experience. Learning is the process by which an activity originates
13、 or is changed through training procedures as distinguished from changes not attributable to training. A number of important and stimulating theories of learning have been proposed, each with its own set of principles and hypotheses for explaining the learning process. For our purposes, we do not ne
14、ed to be concerned with the specific details of the learning process, even though learning plays the most important role in most aspects of development and change. We shall employ only a few generally accepted principles of learning in this discussion. Specifically, we accept the principle that a ch
15、ild will learn a response more effectively and more thoroughly if he is motivated to learn it. Moreover, he will learn a response better if he is rewarded for learning it. According to this view, the more a response is rewarded, the stronger it becomes and the more likely it is to be repeated. Altho
16、ugh most learning involves motivation and reward, I believe some learning does occur without them. As for the interrelationships between maturation and learning process, a general principle may be provided: maturation is essential to learning. （分数：1.00）(1).As is stated in the text, learning（分数：0.20）
17、A.is generally a complex physiological process.B.has nothing to do with organic developmentC.is mostly independent of ones surroundings.D.concerns the gaining of knowledge or skill.(2). A childs development depends on（分数：0.20）A.learning process in particularB.either natural growth or education.C.bot
18、h physical and mental progress.D.maturation process in the main.(3). The subject discussed in the text mainly belongs to the realm of（分数：0.20）A.psychological biology.B.developmental psychology.C.biological psychology.D.evolutional physiology.(4). Which is NOT true according to the text?（分数：0.20）A.Ph
19、ysical growth of a child is an attribute of maturation.B.Organic development has close reference to ones age.C.Maturation stems from accumulation of personal experience.D.Learning plays a vital role in improving a persons behavior.(5). In the authors opinion,（分数：0.20）A.learning is indispensible to o
20、nes advancement.B.few principles of learning are widely approved.C.a child learns nothing unless he has desire for it.D.learning is subject to substantial stimulation.One of the questions that is coming into focus as we face growing scarcity of resources of many kinds in the world is how to divide l
21、imited resources among countries. In the international development community, the conventional wisdom has been that the 2 billion people living in poor countries could never expect to reach the standard of living that most of us in North America enjoy, simply because the world does not contain enoug
22、h iron ore, protein, petroleum, and so on. At the same time, we in the United States have continued to pursue superaffluence as though there were no limits on how much we could consume. We make up 6 percent of the worlds people; yet we consume one-third of the worlds resources. As long as the resour
23、ces we consumed each year came primarily from within our own boundaries, this was largely an internal matter. But as our resources come more and more from the outside world, “outsiders are going to have some say over the rate at which and terms under which we consume. We will no longer be able to th
24、ink in terms of “our“ resources and “their“ resources, but only of common resources. As Americans consuming such a disproportionate share of the worlds resources, we have to question whether or not we can continue our pursuit of superaffluence in a world of scarcity. We are now reaching the point wh
25、ere we must carefully examine the presumed link between our level of well-being and the level of material goods consumed. If you have only one crust of bread and get another crust of bread, your well-being is greatly enhanced. But if you have a loaf of bread, then an additional crust of bread doesnt
26、 make that much difference. In the eyes of most of the world today, Americans have their loaf of bread and are asking for still more. People elsewhere are beginning to ask why. This is the question were going to have to answer, whether were trying to persuade countries to step up their exports of oi
27、l to us or trying to convince them that we ought to be permitted to maintain our share of the world fish catch. The prospect of a scarcity of, and competition for, the worlds resources requires that we reexamine the way in which we relate to the rest of the world. It means we find ways of cutting ba
28、ck on resource consumption that is dependent on the resources and cooperation of other countries. We cannot expect people in these countries to concern themselves with our worsening energy and food shortages unless we demonstrate some concern for the hunger, illiteracy and disease that are diminishi
29、ng life for them. （分数：1.00）(1).The writer warns Americans that（分数：0.20）A.their excessive consumption has caused world resource exhaustion.B.they are confronted with the problem of how to obtain more goods.C.their unfair share of resources should give way to proper division.D.they have to discard the
30、ir cars for the growing scarcity of oil fuels.(2).According to the text, it has long been believed that（分数：0.20）A.people in poor countries fail to enjoy a higher standard of living.B.people in underdeveloped countries are deprived of better living conditions.C.most Americans know that the worlds res
31、ources are going scarce.D.it is impractical for all the people in the world to raise their living standards.(3) It can be concluded from the text that（分数：0.20）A.the U. S. will be isolated if it clings to pursuing superaffluence.B.the poor countries will no longer supply the U. S. with materials.C.th
32、e Americans should care about the well-being of other nations.D.the U. S. is to aid the poor countries in their economic growth.(4).By “common resources“ (Par. 2), the writer means that（分数：0.20）A.the U. S. resources should be enjoyed by other countries.B.Americans are entitled to consume worldwide r
33、esources.C.its hard to separate U. S. resources from those of the world.D.the world resources should be used rationally by all nations(5). The writer gives the example of bread to show that the United States（分数：0.20）A.has been much richer than any other countries.B.has acquired more than what it has
34、 contributed.C.has been too greedy in its pursuit of superaffiuence.D.has greater power to grab wealth than other nations.Is it possible that the ideas we have today about ownership and property rights have been so universal in the human mind that it is truly as if they had sprung from the mind of G
35、od? By no means. The idea of owning and property emerged in the mists of unrecorded history. The ancient Jews, for one, had a very different outlook on property and ownership, viewing it as something much more temporary and tentative than we do. The ideas we have in America about the private ownersh
36、ip of productive property as a natural and universal right of mankind, perhaps of divine origin, are by no means universal and must be viewed as an invention of man rather than a decree (order) of God. Of course, we are completely trained to accept the idea of ownership of the earth and its products
37、, raw and transformed. It seems not at all strange; in fact, it is quite difficult to imagine a society without such arrangements. If someone, some individual, didnt own that plot of land, that house, that factory, that machine, that tower of wheat, how would we function? What would the rules be? Wh
38、om would we buy from and how would we sell? It is important to acknowledge a significant difference between achieving ownership simply by taking or claiming property and owning what we tend to call the “fruit of labor“. If I, alone or together with my family, work on the land and raise crops, or if
39、I make something useful out of natural material, it seems reasonable and fair to claim that the crops or the objects belong to me or my family, are my property, at least in the sense that I have first claim on them. Hardly anyone would dispute that. In fact, some of the early radical workingmens mov
40、ements made (an ownership) claim on those very grounds. As industrial organization became more complex, however, such issues became vastly more intricate, It must be clear that in modern society the social heritage of knowledge and technology and the social organization of manufacture and exchange a
41、ccount for far more of the productivity of industry and the value of what is produced than can be accounted for by the labor of any number of individuals. Hardly any person can now point and say, “That-that right there-is the fruit of my labor. “We can say, as a society, as a nation-as a world, real
42、ly-that what is produced is the fruit of our labor, the product of the whole society as a collectivity. We have to recognize that the right of private individual ownership of property is man-made and constantly dependent on the extent to which those without property believe that the owner can make h
43、is claim stick. （分数：1.00）(1).According to the text, the concept of ownership probably（分数：0.20）A.resulted from the unrecognized ancient history.B.stemmed from the remote prehistoric times.C.arose from the generous blessing of the Creator.D.originated from the undetected distant periods.(2). The autho
44、r deems private ownership to be（分数：0.20）A.a necessary invention of mankind.B.an inherent right of a human being.C.a permanent arrangement for society.D.an explicit idea of some individuals.(3).Private ownership of property is finally described as（分数：0.20）A.a production of early mans manual work.B.a
45、demand for greater productivity in industry.C.varying with the shift in public approval.D.denied by socialized production and exchange.(4). We learn by inference that private property may（分数：0.20）A.be viewed as a design of inventive powers.B.be treated as a discovery of our ancestors.C.serve as the
46、universal rule of transactions.D.function as the basis of market economy.(5).One deserves to claim on some product only when（分数：0.20）A.his labor accounts for the product and its value.B.he has the priority to lay claim on the product.C.his labor is widely recognized and respected.D.he has the ground
47、s for making claims first.Personality is to a large extent inherentA-type parents usually bring about A-type offspring. But the environment must also have a profound effect, since if competition is important to the parents, it is likely to become a major factor in the lives of their children. One pl
48、ace where children soak up A characteristics is school, which is, by its very nature, a highly competitive institution. Too many schools adopt the “win at all costs“ moral standard and measure their success by sporting achievements. The current passion for making children compete against their classmates or against the clock produces a two-layer system, in which competitive A types seem in some way better than their B type fell
