考研201英語（一）在線題庫每日一練（四百一十三）

本文提供考研201英語（一）在線題庫每日一練，以下為具體內(nèi)容

1、The Earth’s daily clock, measured in a single revolution, is twenty-four hours. The human clock, 1, is actually about twenty-five hours. That’s 2 scientists who study sleep have determined from human subjects who live for several weeks in observation chambers with no 3 of day or night. Sleep researchers have 4 other surprising discoveries as well.We spend about one-third of our lives asleep, a fact that suggests sleeping. 5 eating and breathing, is fundamental life process. Yet some people almost never sleep, getting by on as 6 as fifteen minutes a day. And more than seventy years of 7 into sleep deprivation, in which people have been kept 8 for three to ten days, has yielded only one certain findings: Sleep loss makes a person sleepy and that’s about all; it causes no lasting ill 9. Too much sleep, however, may be 10 for you.These findings 11 some long-held views of sleep, and they raise questions about its fundamental purpose in our lives. In 12, scientists don’t know just why sleep is necessary.“We get sleepy, and when we sleep, that sleepiness is reversed,” Dr. Howard Roffwarg of the University of Texas in Dallas explains. “We know sleep has a function, 13 we feel it has a function. We can’t put our finger on it, but it must, 14 in some way, direct or indirect, have to do with rest and restitution.”O(jiān)ther scientists think sleep is more the result of evolutionary habit than 15 actual need. Animals sleep for some parts of the day perhaps because it is the 16 thing for them to do: it keeps them 17 and hidden from predators; it’s a survival tactic. Before the advent of electricity, humans had to spend at least some of each day in 18 and had little reason to question the reason or need for 19 But the development of the electroencephalograph and the resulting discovery in 1937 of dramatic 20 in brain activity between sleep and wakefulness opened the way for scientific inquiry in the subject.

問題1

A、however

B、furthermore

C、likewise

D、therefore

問題2

A、the

B、what

C、because

D、many

問題3

A、idea

B、feeling

C、sense

D、judgment

問題4

A、come up against

B、come down to

C、come up with

D、come up to

問題5

A、with

B、like

C、unlike

D、as

問題6

A、little

B、much

C、few

D、long

問題7

A、probe

B、investigation

C、research

D、examination

問題8

A、asleep

B、sleepy

C、active

D、awake

問題9

A、effects

B、affections

C、affects

D、impacts

問題10

A、useful

B、good

C、bad

D、harmful

問題11

A、challenge

B、deny

C、doubt

D、dispute

問題12

A、addition

B、fact

C、line

D、short

問題13

A、if

B、because

C、like

D、provided

問題14

A、at least

B、at most

C、at best

D、at worst

問題15

A、from

B、an

C、the

D、of

問題16

A、worst

B、best

C、only

D、natural

問題17

A、comfortable

B、calm

C、quiet

D、excited

問題18

A、coldness

B、warmth

C、darkness

D、shade

問題19

A、sleep

B、work

C、food

D、clothes

問題20

A、differences

B、similarities

C、resemblance

D、opposites

2、Research suggests that British people are becoming increasingly detached from wildlife, the countryside and nature. Most people in the survey admitted they felt they were 1 touch with the natural world, 2 a third said they did not know enough about the subject to teach their own children. One in three people could not 3 an oak tree.This detachment has negative 4 for conservation. People simply won't rally round to save something they are not really 5 of. A major report last year already warned that Britain is among “the 6 nature-depleted countries in the world”.7 this is urban alienation at its most literal. Humans have 8 so decisively in the processes that create life on Earth 9 we are increasingly aware only of our own interventions, 10 not of the vast ecosystems that make them possible. Nature reminds us that we are a small part of something vast, 11, ever-evolving and infinitely precious. It reminds us that, as part of this 12. We are precious, too.13 all around us is self-destruction. Senior doctors and health charities warn that 14 drinking will kill 65,000 people over the next five years. They are asking urgently 15 a crackdown on cheap alcohol and 16 restrictions on the advertising of liquor to help to 17 the problem.The problem, however, seems existential to me. Many people are trying to 18 from themselves and their lives. 19, the measures work, simply making it harder for people to purchase their poison. But it's a strategy that makes a difference only 20 so many other aspects of a life have already gone wrong.

問題1

A、getting

B、keeping

C、losing

D、retaining

問題2

A、and

B、besides

C、moreover

D、while

問題3

A、identify

B、impair

C、illustrate

D、inhabit

問題4

A、continuity

B、consequences

C、sequences

D、controversy

問題5

A、aware

B、authoritative

C、concerned

D、considered

問題6

A、least

B、less

C、most

D、more

問題7

A、Hopefully

B、Unexpectedly

C、Presumably

D、Surely

問題8

A、interrupted

B、intervened

C、invaded

D、intrigued

問題9

A、as

B、it

C、which

D、that

問題10

A、and

B、as

C、nor

D、or

問題11

A、limited

B、definite

C、complex

D、distinctive

問題12

A、evolution

B、process

C、procedure

D、system

問題13

A、Moreover

B、Contradictory

C、Yet

D、Whilst

問題14

A、extra

B、heavy

C、massive

D、more

問題15

A、about

B、after

C、for

D、to

問題16

A、further

B、stricter

C、more

D、incredible

問題17

A、invert

B、avert

C、avail

D、reverse

問題18

A、move

B、escape

C、exile

D、resist

問題19

A、In the way

B、On the whole

C、As it is

D、To an extent

問題20

A、after

B、if

C、because

D、since

3、bulk 

A、 adj. 性感的，嫵媚的，英俊的，誘人的；吸引人的，令人愉快的；有吸引力的

B、 v. 使某物加大（或加厚、加重）；n. 預(yù)算，主體，大部分；體積，大（量）；巨大的體重

C、 n. 觀眾，聽眾；讀者；會見，覲見，進見

D、 adj. 聲音的；錄音的

4、Text 3 ①As a historian, who’s always searching for the text or the image that makes us re-evaluate the past., I’ve become preoccupied with looking for photographs that show our Victorian ancestors smiling (what better way to shatter the image of 19th-century prudery?). ②I’ve found quite a few, and—since I started posting them on Twitter—they have been causing quite a stir. ③People have been surprised to see evidence that Victorians had fun and could, and did, laugh. ④They are noting that the Victorians suddenly seem to become more human as the hundred-or-so years that separate us fade away through our common experience oflaughter. ①Of course, I need to concede that my collection of “Smiling Victorians” makes up only a tiny percentage of the vast catalogue of photographic portraiture created between 1840 and 1900, the majority of which show sitters posing miserably and stiffly in front of painted backdrops, or staring absently into the middle distance. ②How do we explain this trend? ①During the 1840s and 1850s, in the early days of photography, exposure times were notoriously long: the daguerreotype photographic method (producing an image on a silvered copper plate) could take several minutes to complete, resulting in blurred images as sitters shifted position or adjusted their limbs. ②The thought ofholding afixedgrin as the camera performed its magical duties was too much to contemplate, and so a non-committal blank stare became the  norm. ①But exposure times were much quicker by the 1880s, and the introduction of the Box Brownie and other portable cameras meant that, though slow by today’s digital standards, the exposure was almost instantaneous. ②Spontaneous smiles were relatively easy to capture by the 1890s, so we mustlookelsewhere for an explanation of whyVictorians stillhesitatedtosmile. ①One explanation might be the loss of dignity displayed through a cheesy grin. ②“Nature gave us lips to conceal our teeth,” ran one popular Victorian maxim, alluding to the fact that before the birth of proper dentistry, mouths were often in a shocking state of hygiene. ③A flashing set of healthy and clean, regular “pearly whites” was a rare sight in Victorian society, the preserve of the super-rich (and even then, dental hygiene was notguaranteed). ①A toothy  grin (especially when there were gaps or blackened gnashers) lacked class: drunks, tramps, and music hall performers might gurn and grin with a smile as wide as Lewis Carroll’s gum-exposing Cheshire Cat, but it was not a becoming  look for properly bred persons.②Even Mark Twain,a man who enjoyed a hearty laugh, said that when it came to photographic portraits there could be "nothing more damning than a silly, foolish smile fixed forever". 1、According to Paragraph 1, the author ’ s  posts  on Twitter______. 2、What does the author say about the Victorian portraits he has collected? 3、What might have kept the Victorians from smiling for pictures in the 1890s? 4、Mark Twain is quoted to show that the disapproval of smiles in pictures was ______ . 5、Which of the following questions does the text  answer?

問題1

A、changed people’s impression of the Victorians

B、highlighted social media’s role in Victorian studies

C、re-evaluated the Victorian’s notion of public image

D、illustrated the development of Victorian photography

問題2

A、They are in popular use among historians.

B、They are rare among photographs of that age.

C、They mirror 19th-century social conventions.

D、They show effects of different exposure times.

問題3

A、Their inherent social sensitiveness.

B、Their tension before the camera.

C、Their distrust of new inventions.

D、Their unhealthy dental condition.

問題4

A、a deep-root belief

B、a misguided attitude

C、a controversial view

D、a thought-provoking idea

問題5

A、Why did most Victorians look stern in photographs?

B、Why did the Victorians start to view photographs?

C、What made photography develop in the Victorian period?

D、How did smiling in photographs become a post-Victorian norm?

5、The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.    Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts a result of the training that U.S. workers received on the job.    More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.    What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.    As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.1、The author holds in paragraph 1 that the important of education in poor countries _____.2、It is stated in paragraph 1 that construction of a new education system _____.3、A major difference between the Japanese and U.S workforces is that _____.4、The author quotes the example of our ancestors to show that education emerged _____.5、According to the last paragraph , development of education _____.

問題1

A、is subject groundless doubts

B、has fallen victim of bias

C、is conventional downgraded

D、has been overestimated

問題2

A、challenges economists and politicians

B、takes efforts of generations

C、demands priority from the government

D、requires sufficient labor force

問題3

A、the Japanese workforce is better disciplined

B、the Japanese workforce is more productive

C、[C]the U.S workforce has a better education

D、the U.S workforce is more organize

問題4

A、when people had enough time

B、prior to better ways of finding food

C、when people on longer went hung

D、as a result of pressure on government

問題5

A、results directly from competitive environments

B、does not depend on economic performance

C、follows improved productivity

D、cannot afford political changes