2023年江蘇考研英語考試考前沖刺卷（2）

2023年江蘇考研英語考試考前沖刺卷（2）本卷共分為1大題50小題，作答時(shí)間為180分鐘，總分100分，60分及格一、單項(xiàng)選擇題（共50題，每題2分每題的備選項(xiàng)中，只有一個(gè)最符合題意） 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 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 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 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 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 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 arguments 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 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, 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 acquaintance 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 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 author thinks the present rush to put computers in the classroom is（）A．far-reachingB．dubiously orientedC．self-contradictoryD．radically reformatory2.Passage 2 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 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 business 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 Research. 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, Internet 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, the 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 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 by 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 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 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 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 power3.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 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 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 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 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 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 arguments 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 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, 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 acquaintance 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 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 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 countries4.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 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 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 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 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 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 arguments 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 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, 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 acquaintance 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 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 schoolB．highlighted in acquisition of professional qualificationsC．mastered through a life -long courseD．equally emphasized by any school, vocational or otherwise5.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 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 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 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 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 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 arguments 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 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, 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 acquaintance 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 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.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 candidatesB．worth trying in various social sectionsC．of little practical valueD．a(chǎn)ttractive to every kind of professional6.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 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 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 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 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 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 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 several 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 earliest 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. 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 that（）A．federal funds have been used in a project to clone humansB．the White House responded strongly to the news of cloningC．NBAC was authorized to control the misuse of cloning techniqueD．the White House has got the panel's recommendations on cloning7.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 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 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 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 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。