Question

【題目】 There is no denying that students should learn something about how computers work, just as we expect them at least to understand that the internal-combustion engine has something to do with burning fuel, expanding gases and pistons 【1】 (drive). For people should have some basic idea of how the things that they use do 【2】 they do. Further, students might be helped by a course that considers the computer’s impact on society. But that is not what is meant 【3】 computer literacy. Computer literacy is not a form of literacy; it is a trade skill that should not be taught as a liberal art.

Learning how to use a computer and learning how to program one are two distinct activities. A case might be made that the competent citizens of tomorrow 【4】 free themselves from their fear of computers. But this is quite different from saying that all ought to know how to program one. Leave that to people who have chosen programming as a career. While programming can be lots of fun, 【5】 while our society needs some people who are experts at it, the same is true of auto repair and violin-making.

Learning how to use a computer is not that difficult, and it gets easier all the time as programs become more “user-friendly”. Let us assume that in the future 【6】 is going to have to know how to use a computer to be a competent citizen. What does the phrase learning to use a computer mean? It sounds like “l(fā)earning to drive a car”, that is, it sounds 【7】 there is some set of definite skills that, once 【8】 (acquire), enable one to use a computer.

In fact, “l(fā)earning to use a computer” is much more like “l(fā)earning to play a game”, but learning the rules of one game may not help you play 【9】 second game, 【10】 rules may not be the same. There is no such a thing as teaching someone how to use a computer. One can only teach people to use this or that program and generally that is easily accomplished.

Answer 1

【答案】

【1】being driven

【2】what

【3】by

【4】should

【5】and

【6】everyone

【7】as if

【8】acquired

【9】a

【10】whose

【解析】

本文是一篇說(shuō)明文，介紹了學(xué)生們應(yīng)該掌握計(jì)算機(jī)的工作原理及其必要性。

【1】考查非謂語(yǔ)動(dòng)詞。句意：不可否認(rèn)，學(xué)生應(yīng)該學(xué)習(xí)一些關(guān)于計(jì)算機(jī)如何工作的知識(shí)，就像我們希望他們至少了解內(nèi)燃機(jī)與燃燒燃料、膨脹氣體和驅(qū)動(dòng)活塞有關(guān)一樣。pistons與drive之間是邏輯上的動(dòng)賓關(guān)系，表示被動(dòng)，而且動(dòng)作正在發(fā)生，所以用現(xiàn)在分詞的被動(dòng)式作后置定語(yǔ)，故填being driven。

【2】考查賓語(yǔ)從句。句意：因?yàn)槿藗儜?yīng)該對(duì)他們所使用的東西如何起作用有一些基本的概念。此處為賓語(yǔ)從句，從句中的do缺少賓語(yǔ)，故填what。

【3】考查介詞。句意：但這并不是計(jì)算機(jī)素養(yǎng)的含義。A is meant by B是固定表達(dá)，表示“B的意思是A”，故填by。

【4】考查情態(tài)動(dòng)詞。句意：有理由認(rèn)為，未來(lái)稱職的公民應(yīng)該擺脫對(duì)電腦的恐懼。此處表示說(shuō)話者的推測(cè)，表示“應(yīng)該”。所以case后的同位語(yǔ)從句中要用情態(tài)動(dòng)詞should ，故填should。

【5】考查連詞。句意：雖然編程很有趣，而且我們的社會(huì)也需要一些這方面的專家，但汽車修理和小提琴制作也是如此。此處缺少連詞，根據(jù)句意可知前后是并列關(guān)系，故填and。

【6】考查代詞。句意：讓我們假設(shè)將來(lái)每個(gè)人都必須知道如何使用計(jì)算機(jī)才能成為合格的公民。此處用代詞作主語(yǔ)，根據(jù)句意可知此處表示“每個(gè)人”，故填everyone。

【7】考查表語(yǔ)從句。句意：這聽(tīng)起來(lái)像是“學(xué)開(kāi)車”，也就是說(shuō)，聽(tīng)起來(lái)好像有一套明確的技巧，一旦掌握，就可以使用計(jì)算機(jī)。根據(jù)句意可知此處表示“好像”，用as if引導(dǎo)表語(yǔ)從句，故填as if。

【8】考查狀語(yǔ)從句的省略。句意同上，此處為once引導(dǎo)的條件狀語(yǔ)從句的省略，some set of definite skills與acquire之間是被動(dòng)關(guān)系，完整部分應(yīng)該是once it is acquired，此處相當(dāng)于省略了it is，故填acquired。

【9】考查冠詞。句意：但是學(xué)習(xí)一個(gè)游戲的規(guī)則并不能幫助你玩另一個(gè)游戲，因?yàn)樗�的�?guī)則可能不一樣。a+序數(shù)詞+可數(shù)名詞單數(shù)表示“又一、再一……”，故填a。

【10】考查非限定性定語(yǔ)從句。句意同上，此處為非限定性定語(yǔ)從句，rules 與先行詞a second game之間是所屬關(guān)系，所以用whose在從句中作定語(yǔ)，故填whose。