2023年江苏考研英语考试考前冲刺卷（2）

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1、2023年江苏考研英语考试考前冲刺卷（2） 本卷共分为1大题50小题，作答时间为180分钟，总分100分，60分及格。 一、单项选择题（共50题，每题2分。每题的备选项中，只有一个最符合题意） 1.Passage 3 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 class

2、room for broader reasons 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

3、of job is a technical, education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of th

4、e American citizen, a character who 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

5、 that some were just not equipped 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

6、 cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computered advocates often emphasize, the job prospects of graduates over their educational achievement. There are some good arguments for a technical education given the fight k

7、ind of student. Many European 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 busine

8、ssmen, so many accountants. 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 trainin

9、g might be the way to go since 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 wan

10、ted to become a computer engineer, that is, of course, an 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 skills that are necessary to becoming any kind of profes

11、sional, It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.The author thinks the present rush to put computers in the classroom is（） A．far-reaching B．dubiously oriented C．self-contradictory D．radically reformatory 2.Passage 2 In the

12、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 proved to be more than a fashion, companies have started to buy and sell products and services with one another. Such business-to-business sales make sense because b

13、usiness people typically know what product they’re looking for. Nonetheless, many companies still hesitate to use the Web because of doubts about its reliability. Businesses need to feel they can trust the pathway between them and the supplier, says senior analyst Blanc Erwin of Forrester Rese

14、arch. Some companies are limiting the risk by conducting online transactions only with established business partners who are given access to the company’s private intranet. Another major shift in the model for Internet commerce concerns the technology available for marketing. Until recently, I

15、nternet marketing activities have focused on strategies to pull customers into sites. In the past year, however, software companies have developed tools that allow companies to push information directly out to consumers, transmitting marketing messages directly to targeted customers. Most natably, t

16、he Pointcast Network uses a screen saver to deliver a continually updated stream of news and advertisements to subscribers’ computer monitors. Subscribers can customize the information they want to receive and proceed directly to a company’s Web site. Companies such as Virtual Vineyards

17、are already starting to use similar technologies to push messages to customers about special sales, product offerings, or other events. But push technology has earned the contempt of many Web users. Online culture thinks highly of the notion that the information flowing onto the screen comes there b

18、y specific request. Once commercial promotion begins to fill the screen uninvited, the distinction between the Web and television fades. That’s a prospect that horrifies Net purists. But it is hardly inevitable that companies on the Web will need to resort to push strategies to make money. The

19、 examples of Virtual Vineyards, Amazon. com, and other pioneers show that a Web site selling the right kind of products with the fight mix of interactivity, hospitality, and security, will attract online customers. And the cost of computing power continues to free fall, which is a good sign for any

20、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.We learn from the last paragraph that（） A．pushing information on the Web is essential to Internet commerce B．interactivity, hospitality and security are i

21、mportant to online customers C．leading companies began to take the online plunge decades ago D．setting up shops in silicon is independent of the cost of computing power 3.Passage 3 An invisible border divides those arguing for computers in the classroom on the behalf of students’ career pro

22、spects and those arguing for computers in the classroom for broader reasons 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 educa

23、tion that aims at getting a student a certain kind of job is a technical, education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into thei

24、r teens. Rather, we have a certain conception of the American citizen, a character who 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

25、 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 characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer- education advocates forsake this optimistic

26、notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computered advocates often emphasize, the job prospects of graduates over their educational achievement. There are some good ar

27、guments for a technical education given the fight kind of student. Many European 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

28、so many jobs for so many scientists, so many businessmen, so many accountants. 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,

29、for a small group of students, professional training might be the way to go since 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 acquaintan

30、ce to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an 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 skill

31、s that are necessary to becoming any kind of professional, It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.The belief that education is indispensable to all children （） A．is indicative of a pessimism in disguise B．came into being alo

32、ng with the arrival of computers C．is deeply rooted in the minds of computer-education advocates D．originated from the optimistic attitude of industrialized countries 4.Passage 3 An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prosp

33、ects and those arguing for computers in the classroom for broader reasons 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 educati

34、on that aims at getting a student a certain kind of job is a technical, education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their

35、teens. Rather, we have a certain conception of the American citizen, a character who 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 s

36、chool until a certain age, it was widely accepted that some were just not equipped 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 no

37、tion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computered advocates often emphasize, the job prospects of graduates over their educational achievement. There are some good argu

38、ments for a technical education given the fight kind of student. Many European 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

39、 many jobs for so many scientists, so many businessmen, so many accountants. 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, fo

40、r a small group of students, professional training might be the way to go since 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

41、 to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an 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 skills

42、that are necessary to becoming any kind of professional, It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.According to the author, basic computer skills should be （） A．included as an auxiliary course in school B．highlighted in acquisi

43、tion of professional qualifications C．mastered through a life -long course D．equally emphasized by any school, vocational or otherwise 5.Passage 3 An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for compu

44、ters in the classroom for broader reasons 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 studen

45、t a certain kind of job is a technical, education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain

46、 conception of the American citizen, a character who 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 wa

47、s widely accepted that some were just not equipped 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 betray

48、s their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computered advocates often emphasize, the job prospects of graduates over their educational achievement. There are some good arguments for a technical education

49、given the fight kind of student. Many European 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 scientist

50、s, so many businessmen, so many accountants. 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, pro

51、fessional training might be the way to go since 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 pro

52、grams. If one wanted to become a computer engineer, that is, of course, an 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 skills that are necessary to becoming a

53、ny kind of professional, It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.It could be inferred from the passage that in the author's country the European model of professional training is （） A．dependent upon the starting age of candida

54、tes B．worth trying in various social sections C．of little practical value D．attractive to every kind of professional 6.Passage 4 When a Scottish research team startled the world by revealing 3 months ago that it had cloned an adult sheep, President Clinton moved swiftly. Declaring that he was op

55、posed to using this unusual animal husbandry technique to clone humans, he ordered that federal funds not be used for such an experiment -- although no one had proposed to do so -- and asked an independent panel of experts chaired by Princeton President Harold Shapiro to report back to the White Hou

56、se in 90 days with recommendations for a national policy on human cloning. That group -- the National Bioethies Advisory Commission (NBAC) -- has been working feverishly to put its wisdom on paper, and at a meeting on 17 May, members agreed on a near - final draft of their recommendations. NBAC will

57、 ask that Clinton’s 90 - day ban on federal funds for human cloning be extended indefinitely, and possibly that it be made law. But NBAC members are planning to word the recommendation narrowly to avoid new restrictions on re search that involves the cloning of human DNA or ceils -- routine in

58、 molecular biology. The panel has not yet reached agreement on a crucial question, however, whether to recommend legislation that would make it a crime for private funding to be used for human cloning. In a draft preface to the recommendations, discussed at the 17 May meeting, Shapiro suggested that

59、 the panel had found a broad consensus that it would be morally unacceptable to attempt to create a human child by adult nuclear cloning. Shapiro explained during the meeting that the moral doubt stems mainly from fears about the risk to the health of the child. The panel then informally accepted se

60、veral general conclusions, although some details have not been settled. NBAC plans to tail for a continued ban on federal government funding for any attempt to clone body cell nuclei to ere ate a child. Because current federal law already forbids the use of federal funds to create embryos (the earli

61、est stage of human offspring before birth) for research or to knowingly endanger an embryo’s life, NBAC will remain silent on embryo research. NBAC members also indicated that they would appeal to privately funded researchers and clinics not to try to clone humans by body cell nuclear transfer

62、. But they were divided on whether to go further by calling for a federal law that would impose a complete ban on human cloning, Shapiro and most members favored an appeal for such legislation, but in a phone interview, he said this issue was still up in the air.We can learn from the first paragraph

63、 that（） A．federal funds have been used in a project to clone humans B．the White House responded strongly to the news of cloning C．NBAC was authorized to control the misuse of cloning technique D．the White House has got the panel's recommendations on cloning 7.Passage 4 When a Scottish res

64、earch team startled the world by revealing 3 months ago that it had cloned an adult sheep, President Clinton moved swiftly. Declaring that he was opposed to using this unusual animal husbandry technique to clone humans, he ordered that federal funds not be used for such an experiment -- although no

65、one had proposed to do so -- and asked an independent panel of experts chaired by Princeton President Harold Shapiro to report back to the White House in 90 days with recommendations for a national policy on human cloning. That group -- the National Bioethies Advisory Commission (NBAC) -- has been w

66、orking feverishly to put its wisdom on paper, and at a meeting on 17 May, members agreed on a near - final draft of their recommendations. NBAC will ask that Clinton’s 90 - day ban on federal funds for human cloning be extended indefinitely, and possibly that it be made law. But NBAC members are planning to word the recommendation narrowly to avoid new restrictions on re search that involves the cloning of human DNA or ceils -- routine in molecular biology. The panel has not yet reached ag