全国硕士研究生入学统一考试英语二试题Word文件下载.docx

1、2.A actual3.Abore4.AnecessitiesBserved Bcommon BcasedBfacilitiesCrebelled Cspecial CremovedCcommoditiesDbetrayed Dnormal DloadedDproperties5. AandBnorCbutDhence6. AforBintoC fromDagainst7. AmeaningBimplyingCsymbolizingDclaiming8. Ahanded outBturned overCbrought backDpassed down9. ApushedBgotCmadeDma

2、naged10. AeverBneverCeitherDneither11. AdisguisedBdisturbedCdisputedDdistinguished12. AcompanyBcollectionCcommunityDcolony13. AemployedBappointedCinterviewedDquestioned14. AethicalBmilitaryCpoliticalDhuman15. AruinedBcommutedCpatrolledDgained16. AparalleledBcounteractedCduplicatedDcontradicted17. An

3、eglectedBavoidedCemphasizedDadmired18. AstagesBillusionsCfragmentsDadvances19. AWithBToCAmongDBeyond20. Aon the contraryB by this meansCfrom the outsetDat that pointSection II Reading ComprehensionPart ARead the following four texts. Answer the questions after each text by choosing A, B, C or D. Mar

4、k your answers on ANSWER SHEET 1. （40 points）Text 1Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educationa

5、l ritual. Unfortunately, L. A. Unified has produced an inflexible policy which mandates that with the exception of some advanced courses, homework may no longer count for more than 10% of a students academic grade.This rule is meant to address the difficulty that students from impoverished or chaoti

6、c homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment. But if the district is essentially giving a pass to students who do n

7、ot do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.District administrators say that homework will still be a part of schooling: teachers are allowed to assign as much of it as they want. But with

8、homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards. Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did

9、 their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what works best for their students, the policy imposes a flat, across-the-board rule.At the same time, the policy addresses none of the truly thorny questions about homework. If the district f

10、inds homework to be unimportant to its students academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing. Conversely, if homework matters, it should account for a significant portion of the grade. Meanwhile, this policy does nothing to ensur

11、e that the homework students receive is meaningful or appropriate to their age and the subject, or that teachers are not assigning more than they are willing to review and correct.The homework rules should be put on hold while the school board, which is responsible for setting educational policy, lo

12、oks into the matter and conducts public hearings. It is not too late forL. A. Unified to do homework right.21.It is implied in paragraph 1 that nowadays homework .A is receiving more criticism Bis no longer an educational ritualCis not required for advanced courses Dis gaining more preferences22.L.

13、A. Unified has made the rule about homework mainly because poor students .Atend to have moderate expectations for their educationBhave asked for a different educational standardCmay have problems finishing their homeworkDhave voiced their complaints about homework23.According to Paragraph 3, one pro

14、blem with the policy is that it may . Adiscourage students from doing homeworkBresult in students indifference to their report cards Cundermine the authority of state testsDrestrict teachers power in education24.As mentioned in Paragraph 4, a key question unanswered about homework is whether .A it s

15、hould be eliminated Bit counts much in schoolingCit places extra burdens on teachers Dit is important for grades25.A suitable title for this text could be . AWrong Interpretation of an Educational Policy BA Welcomed Policy for Poor Students CThorny Questions about HomeworkDA Faulty Approach to Homew

16、orkText2Pretty in pink: adult women do not remember being so obsessed with the colour, yet it is pervasive in our young girls lives. It is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fu

17、ses girls identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls lives and interests.Girls attraction to pink may seem unavoidable

18、, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of gett

19、ing clothes clean was to boil them. Whats more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimation

20、s of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant childrens marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defin

21、ed them as female, at least for the first few critical years.I had not realised how profoundly marketing trends dictated our perception of what is natural to kids, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed

22、 after years of research into childrens behaviour: wrong. Turns out, according to Daniel Cook, a historian of childhood consumerism, it was popularized as a marketing trick by clothing manufacturers in the 1930s.Trade publications counselled department stores that, in order to increase sales, they s

23、hould create a “third stepping stone” between infant wear and older kids clothes. It was only after “toddler” became a common shoppers term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults, into ever-tinier categories has proved a sure-fire way to boost profits.

24、 And one of the easiest ways to segment a market is to magnify gender differences or invent them where they did not previously exist.26.By saying it is.the rainbow（Line 3, Para.1）,the author means pink . Ashould not be the sole representation of girlhoodBshould not be associated with girls innocence Ccannot explain girls lack of imagination Dcannot influence girls lives and interests27.According to Paragraph 2, which of the following is true of colours?AColours are encoded in girls DNA.BBlue used to be regarded as the colour for girls.CPi