boar考研英语74.doc

2021年1月9日发(作者：孔璐华)
考研英语74
(总分：36.00，做题时间：180分钟)
一、Section Ⅰ Use of (总题数：1，分数：1.00)
There is a general expectation that teachers can spot talented children and do something for
them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic
talent. In fact, they 4 to identify from 10 to 50 percent of their gifted students. The
first 5 in identifying gifted students is determining the 6 for finding them. If we want to
7 a group of students for an 8 mathematics class, our approach would be different than 9
we are looking for students with high talent 10 a creative-writing program. Specific program
needs and requirements, then, 11 the identification process. Subjective evaluation-- teacher
12 , parent referral--should be 13 by standardized tests and other 14 measures of ability.
Any 15 for identifying gifted children in a school system should 16 both subjective and objective
methods of 17 Classroom behavior, for example, can point 18 children''s ability to organize
and use materials and reveal their potential for processing information better than 19 a test
situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or
informal setting. （分数：1.00）
(1). There is a general expectation that teachers can spot talented children and do something
for them. But studies have 1 that teachers do not always 2 gifted children, even those 3
academic talent. In fact, they 4 to identify from 10 to 50 percent of their gifted students.
The first 5 in identifying gifted students is determining the 6 for finding them. If we want
to 7 a group of students for an 8 mathematics class, our approach would be different than
9 we are looking for students with high talent 10 a creative-writing program. Specific program
needs and requirements, then, 11 the identification process. Subjective evaluation-- teacher
12 , parent referral--should be 13 by standardized tests and other 14 measures of ability.
Any 15 for identifying gifted children in a school system should 16 both subjective and objective
methods of 17 Classroom behavior, for example, can point 18 children''s ability to organize
and use materials and reveal their potential for processing information better than 19 a test
situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or
informal setting. （分数：0.05）
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二、Section Ⅲ Writing(总题数：1，分数：1.00)
1.. Study the following cartoon carefully and write an essay in which you should 1) describe
the cartoon, 2) interpret its main idea, and 3) propose possible solutions. You should
write about 160--200 words neatly on ANSWER SHEET 2. (20 points). Study the following
cartoon carefully and write an essay in which you should 1) describe the cartoon, 2) interpret
its main idea, and 3) propose possible solutions. You should write about 160-- 200 words
neatly on ANSWER SHEET 2. (20 points)[*] （分数：1.00）
______________ __________________________________________________ __________________________
三、Section Ⅱ Reading(总题数：4，分数：4.00)
A
balance. Radiative forcings include changes in greenhouse gases (such as carbon dioxide and ozone),
aerosols in the atmosphere, solar irradiance, and surface reflectivity. A forcing may result from
either a natural or an anthropogenic cause, or from both, as in the case of atmospheric aerosol
concentrations, which can be altered either by volcanic action or the burning of fossil fuels.
Radiative forcings are typically specified for the purpose of theoretical global climate
simulations. In contrast, radiative are environmental changes resulting from climate
changes and are calculated from scientific observation. Radiative feedbacks include changes in
such phenomena as clouds, atmospheric water vapor, sea-ice cover, and snow cover. The interplay
between forcings and feedbacks can be quite complex. For example, an increase in the concentration
of atmospheric water vapor increases solar irradiance, thereby warming the atmosphere and, in
turn, increasing evaporation and the concentration of atmospheric water vapor. A related example
of this complex interplay also shows the uncertainty of future climatic changes associated with
forcings and feedbacks. Scientists are unsure how the reduction of ozone will ultimately affect
clouds and, in turn, the Earth temperature. Clouds trap outgoing, cooling radiation, thereby
providing a warming influence. However, they also reflect incoming solar radiation and thus
provide a cooling influence. Currents measurements indicate that the net effect of clouds is to
cool the Earth. However, scientists do not know how the balance might shift in the future as cloud
formation and dispersion are affected by ozone reduction. Contributing to this uncertainty
is the complexity of the mechanisms at work in the process of ozone reduction. The amount of
radiation reaching the earth''s surface and the amount of reradiated radiation that is trapped
by the greenhouse effect influence the Earth''s temperature in opposite directions. Both
mechanisms are affected by the vertical distribution of ozone. Also, the relative importance of
these two competing mechanisms depends on the altitude at which ozone changes occur. In a recent
NASA-sponsored aircraft study of the Antarctic ozone hole, chlorine monoxide was measured at
varying altitudes. The measurements suggest that chlorine plays a greater role, and oxides of
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nitrogen a lesser role, than previously thought in the destruction of ozone in the lower atmosphere.
The study concluded that simultaneous high-resolution measurements at many different altitudes
(on the scale of 0.1 kilometer in vertical extent) are necessary to diagnose the operative
mechanisms. These findings have called into question conventional explanations for ozone
reduction, which fail to adequately account for the new evidence. (NASA=National Aeronautics and
Space Administration 国家航空航天局) （分数：1.00）
(1). We learn from the text that the burning of petrol（分数：0.20）
one of anthropogenic causes of radiative forcings.
s in both radiative forcings and radiative feedbacks.
hardly affect atmospheric forcings and feedbacks.
up a significant type of radiative forcing.
(2).According to the text ,decreased evaporation is most likely to bring about（分数：0.20）
A.a growth in water vapor concentration.
B.a drop in atmospheric absorption of solar radiation.
C.a decrease in other radiative forcings or feedbacks.
increase in atmospheric cooling effect.
(3).The NASA- sponsored study of the ozone hole（分数：0.20）
to demonstrate of the variablity of ozone amounts at varying heights.
not raise doubts about current means of measuring ozone reduction.
ted to underline the complexity in measuring radiative changes.
oked the distinction between early theories and recent evidence.
(4). The example of ozone reduction is used to show the（分数：0.20）
x operations of feedbacks and forcings
ction between radiative feedbacks and forcings.
ulty in balancing forcing-feedback interactions.
of cloud formation on global climate.
(5).Scientists could more accurately predict the extent and direction of greenhouse effect if
they were to（分数：0.20）
r radiative feedbacks over a longer period.
their research on determining reradiative changes.
fy the types of the workings of ozone changes.
ate the precise altitude where ozone formations occur.
That experiences influence subsequent behaviour is evidence of an obvious but nevertheless
remarkable activity called remembering. Learning could not occur without the function popularly
named memory. Constant practice has such an effect on memory as to lead to skilful performance
on the piano, to recitation of a poem, and even to reading and understanding these words. So-called
intelligent behaviour demands memory, remembering being a primary requirement for reasoning. The
ability to solve any problem or even to recognize that a problem exists depends on memory. Typically,
the decision to cross a street is based on remembering many earlier experiences. Practice
(or review) tends to build and maintain memory for a task or for any learned material. Over a
period of no practice what has been learned tends to be forgotten; and the adaptive consequences
may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive.
In this sense, the ability to forget can be interpreted to have survived through a process of
natural selection in animals. Indeed, when one''s memory of an emotionally painful experience
leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary
interpretation might make it difficult to understand how the commonly gradual process of
forgetting survived natural selection. In thinking about the evolution of memory together
with all its possible aspects, it is helpful to consider what would happen if memories failed
to fade. Forgetting clearly aids orientation in time, since old memories weaken and the new tend
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