【考研类试卷】考研英语170及答案解析.doc

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1、考研英语 170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 brain can do a lot of wonderful things; many of them include 1 mastery of complex feedback systems with long 2 For example, consider how difficult raising a child truly is. Many factors are 3 , including the nutritional, ph

2、ysical, emotional and mental condition of the child, and the feedback of these factors 4 the behavior of those involved in raising the child. To 5 matters, many of the responses of the child/parent “system“ take years to 6 themselves. Yet billions of parents have somehow 7 to feed, clothe, protect,

3、nurture, heal, teach, and love their children 8 successful adulthood. 9 all our intuitive sophistication in dealing with complicated situations, its a 10 to see how poorly we deal with some newer systems, most of 11 brought about by technology. Both raising children and protecting Earths life-suppor

4、t systems are 12 of life and death; in the long term, they are equally important. But 13 our brains seem fairly well prepared for the long-term process of raising kids, we seem to have 14 built-in skill for taking care of the environment that supports us, any children we might have, and all other 15

5、 . It seems that the “thinking“ parts of our brains cant deal with complicated systems and their long- term 16 ,and the 17 parts of our brains that can deal with complex systems dont help us much outside of their 18 areas. One of the goals of systems science is to use math and computers to help peop

6、le get better 19 taking care of Earths life-support systems. The task involves teaching our thinking brains about 20 complicated systems work. （分数：1.00）(1). The human brain can do a lot of wonderful things; many of them include 1 mastery of complex feedback systems with long 2 For example, consider

7、how difficult raising a child truly is. Many factors are 3 , including the nutritional, physical, emotional and mental condition of the child, and the feedback of these factors 4 the behavior of those involved in raising the child. To 5 matters, many of the responses of the child/parent “system“ tak

8、e years to 6 themselves. Yet billions of parents have somehow 7 to feed, clothe, protect, nurture, heal, teach, and love their children 8 successful adulthood. 9 all our intuitive sophistication in dealing with complicated situations, its a 10 to see how poorly we deal with some newer systems, most

9、of 11 brought about by technology. Both raising children and protecting Earths life-support systems are 12 of life and death; in the long term, they are equally important. But 13 our brains seem fairly well prepared for the long-term process of raising kids, we seem to have 14 built-in skill for tak

10、ing care of the environment that supports us, any children we might have, and all other 15 . It seems that the “thinking“ parts of our brains cant deal with complicated systems and their long- term 16 ,and the 17 parts of our brains that can deal with complex systems dont help us much outside of the

11、ir 18 areas. One of the goals of systems science is to use math and computers to help people get better 19 taking care of Earths life-support systems. The task involves teaching our thinking brains about 20 complicated systems work. （分数：0.05）A.firmB.solidC.latentD.virtualA.intervalsB.delaysC.staysD.

12、periodsA.complicateB.confuseC.contriveD.complementA.uncoverB.betrayC.discloseD.revealA.attemptedB.managedC.inclinedD.succeededA.forB.withC.intoD.beforeA.ByB.OnC.ToD.WithA.surpriseB.wonderC.chaosD.confusionA.thatB.whichC.themD.thoseA.affairsB.issuesC.problemsD.mattersA.whetherB.whenC.whereasD.whereve

13、rA.littleB.poorC.lameD.properA.concernedB.correlatedC.involvedD.incurredA.kidsB.thingsC.lifeD.mankindA.actionsB.effectsC.influencesD.functionsA.insensitiveB.initiativeC.indicativeD.intuitiveA.specializedB.minimizedC.circularizedD.characterizedA.toB.inC.atD.onA.whyB.howC.whenD.whereA.onB.ofC.fromD.wi

14、th二、Section Writing(总题数：1，分数：1.00)1.In the essay you should 1)describe the picture and interpret its meaning, and 2)give your comment on the phenomenon. You should write about 200 words nearly on ANSWER SHEET 2. (20 points) In the essay you should 1)describe the picture and interpret its meaning, an

15、d 2)give your comment on the phenomenon. You should write about 200 words nearly on ANSWER SHEET 2. (20 points) * （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)In the first year or so of Web business, most of the action has revolved around efforts to tap the consumer market. More recently, as the Web pr

16、oved to be more than fashion, companies have started to buy and sell products and services with one another. Such business-to-business sales make sense because business people typically know what product theyre looking for. Nonetheless, many companies still hesitate to use the Web because of doubts

17、about its reliability. “Businesses need to feel they can trust the pathway between them and the supplier,“ says senior analyst Blane Erwin of Forrester Research. Some companies are limiting the risk by conducting online transactions only with established business partners who are given access to the

18、 companys private internet. Another major shift in the model for Internet commerce concerns the technology available for marketing. Until recently, Internet marketing activities have focused on strategies to “pull“ customers into sites. In the past year, however, software companies have developed to

19、ols that allow companies to “push“ information directly out to consumers, transmitting marketing messages directly to targeted customers. Most notably, the Pointcast Network uses a screen saver to deliver a continually updated stream of news and advertisements to subscribers computer monitors. Subsc

20、ribers can customize the information they want to receive and proceed directly to a companys Web site. Companies such as Virtual Vineyards are already starting to use similar technologies to push messages to customers about special sales, product offerings, or other events. But push technology has e

21、arned the contempt of many Web users. Online culture thinks highly of the notion that the information flowing onto the screen comes there by specific request. Once commercial promotion begins to fill the screen uninvited, the distinction between the Web and television fades. Thats a prospect that ho

22、rrifies Net purists. But it is hardly inevitable that companies on the Web will need to resort to push strategies to make money. The examples of Virtual Vineyards, Amazon. com, and other pioneers show that a Web site selling the right kind of products with the right mix of interactivity, hospitality

23、, and security will attract online customers. And the cost of computing power continues to free fall, which is a good sign for any enterprise setting up shop in silicon. People looking back 5 or 10 years from now may well wonder why so few companies took the online plunge. （分数：1.00）(1).We learn from

24、 the beginning of the passage that Web business_.（分数：0.25）A.has been striving to expand its marketB.intended to follow a fanciful fashionC.tried but in vain to control the marketD.has been booming for one year or so(2).Speaking of the online technology available for marketing, the author implies tha

25、t_.（分数：0.25）A.the technology is popular with many Web usersB.businesses have faith in the reliability of online transactionsC.there is a radical change in strategyD.it is accessible limitedly to established partners(3).In the view of Net purists _.（分数：0.25）A.there should be no marketing messages in

26、online cultureB.money making should be given priority to on the WebC.the Web should be able to function as the television setD.there should be no online commercial information without requests(4).We learn from the last paragraph that_.（分数：0.25）A.pushing information on the Web is essential to Interne

27、t commerceB.interactivity, hospitality and security are important to online customersC.leading companies began to take the online plunge decades agoD.setting up shops in silicon is independent of the cost of computing powerOf all the components of a good night s sleep, dreams seem to be least within

28、 our control. In dreams, a window opens into a world where logic is suspended 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

29、as just “mental noise“the random byproducts of the neural - repair work that 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 ev

30、ents can be not only harnessed but actually brought under conscious control, 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

31、 as active during REM (rapid eye movement) sleepwhen most vivid dreams occuras 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 co

32、rtex (the center of intellect and reasoning) is relatively quiet. “We wake 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

33、 people seem to have more bad dreams early in the night, progressing toward 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 significanc

34、e 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 recurring bad dreams. As soon as you awaken, identify what is upsetting about the dream. Visualize how you would like it to end

35、 instead; the next time it occurs, try to wake up just enough to control its course. With much practice people can learn to, literally, do it in their sleep. At the end of the day, there s probably little reason to pay attention to our dreams at all unless they keep us from sleeping or “we wake up i

36、n a panic,“ Cartwright says. Terrorism, economic uncertainties and general feelings of insecurity have increased people s anxiety. Those suffering from persistent nightmares should seek help from a therapist. For the rest of us, the brain has its ways of working through bad feelings. Sleep or rather

37、 dreamon it and youll feel better in the morning. （分数：1.00）(1).Researchers have come to believe that dreams（分数：0.20）A.can be modified in their courses.B.are susceptible to emotional changes.C.reflect our innermost desires and fears.D.are a random outcome of neural repairs(2).By referring to the limb

38、ic system, the author intends to show（分数：0.20）A.its function in our dreams.B.the mechanism of REM sleep.C.the relation of dreams to emotions.D.its difference from the prefrontal cortex.(3).The negative feelings generated during the day tend to（分数：0.20）A.aggravate in our unconscious mind.B.develop in

39、to happy dreams.C.persist till the time we fall asleep.D.show up in dreams early at night.(4).Cartwright seems to suggest that（分数：0.20）A.waking up in time is essential to the ridding of bad dreams.B.visualizing bad dreams helps bring them under controlC.dreams should be left to their natural progres

40、sion.D.dreaming may not entirely belong to the unconscious.(5).What advice might Cartwright give to those who sometimes have bad dreams?（分数：0.20）A.Lead your life as usual.B.Seek professional help.C.Exercise conscious controlD.Avoid anxiety in the daytimeThe phrase “progressive education“ is one, if

41、not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of c

42、ontrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging an

43、d directing what goes on in schools. It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what actually t

44、akes place when education really occurs. And before we can formulate a philosophy of education we must know how human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about the operations through which basic raw materials are modified into s

45、omething of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can proj

46、ect what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philosophy of education. What then is education when we find actual satisfactory specimens of it in existence? In the first place, it is a process

47、 of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the pers

48、on who has the power to go on and get more education. In any case, development, growth, involve change, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at h

49、is existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards