1999年全国硕士研究生入学统一考试英语一试题及解析.docx

1、1999年全国硕士研究生入学统一考试英语一试题及解析1999年全国硕士研究生入学统一考试英语一试题及解析1999年全国硕士研究生入学统一考试英语试题Section I Structure and VocabularyText 2In 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

2、have started to buy and sell products and services with one another. Such business-to-business sales make sense because businesspeople typically know what product theyre looking for.Nonetheless, many companies still hesitate to use the Web because of doubts about its reliability. “Businesses need to

3、 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 companys private intranet.Another major s

4、hift 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” informat

5、ion 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. Subscribers can customize the information they w

6、ant 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 earned the contempt of many Web users. Onlin

7、e 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 horrifies Net purists.But it is hardly inevit

8、able that companies on the Web will need to resort to push strategies to make money. The examples of Virtual Vineyards, A, and other pioneers show that a Web site selling the right kind of products with the right mix of interactivity, hospitality, and security will attract online customers. And the

9、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.55. We learn from the beginning of the passage that Web business _.A has been str

10、iving to expand its marketB intended to follow a fanciful fashionC tried but in vain to control the market（A）D has been booming for one year or so56. Speaking of the online technology available for marketing, the author implies that _.A the technology is popular with many Web usersB businesses have

11、faith in the reliability of online transactionsC there is a radical change in strategy（C）D it is accessible limitedly to established partners57. In the view of Net purists, _.A there should be no marketing messages in online cultureB money making should be given priority to on the WebC the Web shoul

12、d be able to function as the television set（D）D there should be no online commercial information without requests58. 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

13、leading companies began to take the online plunge decades ago（B）D setting up shops in silicon is independent of the cost of computing powerText 3An invisible border divides those arguing for computers in the classroom on the behalf of students career prospects and those arguing for computers in the

14、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 kin

15、d 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 everyones job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the Amer

16、ican 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

17、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

18、 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 right kind of st

19、udent. 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

20、 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

21、 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 becom

22、e 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 sho

23、uld be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.59. The author thinks the present rush to put computers in the classroom is _.A far-reachingB dubiously orientedC self-contradictory（B）D radically reformatory60. The belief that education is indi

24、spensable 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 computered advocates（D）D originated from the optimistic attitude of industrialized countries61. It could be inferred from the passage that in

25、the authors 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 value（C）D attractive to every kind of professional62. According to the author, basic computer skills should be _.A includ

26、ed as an auxiliary course in schoolB highlighted in acquisition of professional qualificationsC mastered through a life-long course（A）D equally emphasized by any school, vocational or otherwiseText 4When a Scottish research team startled the world by revealing 3 months ago that it had cloned an adul

27、t 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 Pr

28、inceton 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 Bioethics Advisory Commission (NBAC) - has been working feverishly to put its wisdom on paper, and at a meeting on 17 May, members agre

29、ed on a near-final draft of their recommendations.NBAC will ask that Clintons 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 research that involve

30、s the cloning of human DNA or cells - 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, discusse

31、d 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

32、 the child. The panel then informally accepted several general conclusions, although some details have not been settled.NBAC plans to call for a continued ban on federal government funding for any attempt to clone body cell nuclei to create 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