2007考研英语强化班授课讲义(十二)

I. Use of English (Cloze)

    The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals,___1___this is largely because,___2___animals, we stand upright. This means that our noses are___3___to perceiving those smells which float through the air,___4___the majority of smells which stick to surfaces. In fact,___5 ___ , we are extremely sensitive to smells,___6___we do not generally realize it. Our noses are capable of___7___human smells even when these are ___8___to far below one part in one million.

    Strangely, some people find that they can smell one type of flower but not another,___9___others are sensitive to the smells of both flowers. This may be because some people do not have the genes necessary to generate___10___ smell receptors in the nose. These receptors are the cells which sense smells and send___11___to the brain. However, it has been found that even people insensitive to a certain smell___12___can suddenly become sensitive to it when___13___to it often enough.

    The explanation for insensitivity to smell seems to be that the brain finds it___14___to keep all smell receptors working all the time but can___15___new receptors if necessary. This may___16___explain why we are not usually sensitive to our own smells -- we simply do not need to be. We are not___17___of the usual smell of our own house, but we___18___new smells when we visit someone else's. The brain finds it best to keep smell receptors___19___for unfamiliar and emergency signals___20___the smell of smoke, which might indicate the danger of fire.

1. [A] although               [B] as                 [C] but                  [D] while
2. [A] above                 [B] unlike              [C] excluding             [D] besides
3. [A] limited               [B] committed           [C] dedicated              [D] confined
4. [A] catching               [B] ignoring            [C] missing               [D] tracking
5. [A] anyway               [B] though            [C] instead               [D] therefore
6. [A] even if                [B] if only             [C] only if                [D] as if
7. [A] distinguishing         [B] discovering         [C] determining            [D] detecting
8. [A] diluted                [B] dissolved           [C] dispersed              [D] diffused
9. [A] when                 [B] since               [C] for                   [D] whereas
10. [A] unusual              [B] particular           [C] unique                [D] typical
11. [A] signs                [B] stimuli             [C] messages              [D] impulses
12. [A] at first               [B] at all               [C] at large               [D] at times
13. [A] subjected             [B] left                [C] drawn                [D] exposed
14. [A] ineffective            [B] incompetent         [C] inefficient             [D] insufficient
15. [A] introduce             [B] summon           [C] trigger                [D] create
16. [A] still                  [B] also                [C] otherwise             [D] nevertheless
17. [A] sure                 [B] sick               [C] aware                 [D] tired
18. [A] tolerate               [B] repel               [C] neglect                [D] notice
19. [A] available              [B] reliable             [C] identifiable            [D] suitable
20. [A] similar to            [B] such as             [C] along with             [D] aside from 转贴于：博学在线_考研

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II. 选择搭配题来源：www.bx166.com

Directions: You are going to read a text about Learning to Cope with Complexity, followed by a list of examples. Choose the best example from the list A-F for each numbered subheading (41-45). There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1.  (10 points)

    During times of great crisis, human beings typically turn to one of two strategies: fight or flight. There is, however, a third strategy: learning and deep change. It is based on the principle that all events, especially the most tragic, are ripe with opportunities for learning.

    The lesson we must learn from September 11 is that our management practices, private and public, are one-dimensional. Whether it is with regard to civil aviation safety or real estate, our world is dominated by concerns about profitability. These constrain us from implementing needed and proven safety procedures in aviation and high-rise office design. The focus on profitability also pushes our systems to grow unreasonably large, rendering them more vulnerable to terrorist attacks.

    Approximately 76% of the criteria used to measure organizational efficiency are financial. Only 24% consider nonfinancial indicators such as health, safety, or the global impact that organizations have on communities and the world in general. Devoting more of our attention to nonfinancial indicators can help us develop new strategies to match the complexity of fighting terrorism. The fields of risk and crisis management already use some of these strategies.

41. Search for the destructive side of complexity.
42. Increase safety by redesigning products.
43. Separate the different elements of systems to reduce their impacts on each other.
44. Promote a more ethical distribution of wealth.
45. Build a true culture of civil security. We should develop the capacity to envision the destructive side of our complex systems and to prepare for it.

    Promote active learning from previous crises. It is imperative that we learn to tolerate cultural and religious differences, especially bearing September 11 in mind, while at the same time neutralizing terrorism as much as we can. We must also remember that there is no better way to drive people to undertake desperate acts th