2017年全国硕士研究生招生考试

英语二

研考 英语二 试卷条形码

(科目代码: 204)

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(以下信息考生必须认真填写)

考生编号

考生姓名Section I Use of English

Directions:

Read the following text. Choose the best word(s) for each numbered blank and mark A, B,

C or D on the ANSWER SHEET. (10 points)

People have speculated for centuries about a future without work. Today is no

different, with academics, writers, and activists once again 1 that technology is

replacing human workers. Some imagine that the coming work-free world will be defined

by 2 . A few wealthy people will own all the capital, and the masses will struggle in

an impoverished wasteland.

A different and not mutually exclusive 3 holds that the future will be a

wasteland of a different sort, one 4

by purposelessness: Without jobs to give their

lives 5 , people will simply become lazy and depressed. 6 , today’s unemployed

don’t seem to be having a great time. One Gallup poll found that 20 percent of Americans

who have been unemployed for at least a year report having depression, double the rate

for 7 Americans. Also, some research suggests that the 8

for rising rates of

mortality, mental-health problems, and addiction 9 poorly-educated,

middle-aged

people is a shortage of well-paid jobs. Perhaps this is why many 10 the agonizing

dullness of a jobless future.

But it doesn’t 11 follow from findings like these that a world without work

would be filled with unease. Such visions are based on the

12

of being unemployed

in a society built on the concept of employment. In the 13 of work, a society

designed with other ends in mind could 14 strikingly different circumstances for the

future of labor and leisure. Today, the 15 of work may be a bit overblown. “Many

jobs are boring, degrading, unhealthy, and a waste of human potential,” says John

Danaher, a lecturer at the National University of Ireland inGalway.

These days, because leisure time is relatively 16 for most workers, people use

their free time to counterbalance the intellectual and emotional 17 of their jobs.

“When I come home from a hard day’s work, I often feel 18 ,” Danaher says, adding,

“In a world in which I don’t have to work, I might feel rather different”—perhaps

英语(二)真题 -1-(共 13 页)

different enough to throw himself

19 a hobby or a passion project with the intensity

usually reserved for

20 matters.

1. [A]. boasting

[B]. denying

[C]. warning

[D]. ensuring

2. [A]. inequality

[B]. instability

[C]. unreliability

[D]. uncertainty

3. [A]. policy

[B]. guideline

[C]. resolution

[D]. prediction

4. [A]. characterized

[B]. divided

[C]. balanced

[D]. measured

5. [A]. wisdom

[B]. meaning

[C]. glory

[D]. freedom

6. [A]. Instead

[B]. Indeed

[C]. Thus

[D]. Nevertheless

7. [A]. rich

[B]. urban

[C]. working

[D]. educated

8. [A]. explanation

[B]. requirement

[C]. compensation

[D]. substitute

9. [A]. under

[B]. beyond

[C]. alongside

[D]. among

10. [A]. leave behind

[B]. make up

[C]. worry about

[D]. set aside

11. [A]. statistically

[B]. occasionally

[C]. necessarily

[D]. economically

12. [A]. chances

[B]. downsides

[C]. benefits

[D]. principles

13. [A]. absence

[B]. height

[C]. face

[D]. course

14. [A]. disturb

[B]. restore

[C]. exclude

[D]. yield

15. [A]. model

[B]. practice

[C]. virtue

[D]. hardship

16. [A]. tricky

[B]. lengthy

[C]. mysterious

[D]. scarce

17. [A]. demands

[B]. standards

[C]. qualities

[D]. threats

18. [A]. ignored

[B]. tired

[C]. confused

[D]. starved

19. [A]. off

[B]. against

[C]. behind

[D]. into

20. [A]. technological [B]. professional

[C]. educational

[D]. interpersonal

Section II Reading Comprehension

Part A Directions:

Read the following four texts. Answer the questions after each text by choosing A, B, Cor

D. Mark your answers on the ANSWER SHEET. (40 points)

英语(二)真题 -2-(共 13 页)

Text 1

Every Saturday morning, at 9 am, more than 50,000 runners set off to run 5km

around their local park. The Parkrun phenomenon began with a dozen friends and has

inspired 400 events in the UK and more abroad. Events are free, staffed by thousands of

volunteers. Runners range from four years old to grandparents; their times range from

Andrew Baddeley’s world record 13 minutes 48 seconds up to an hour.

Parkrun is succeeding where London’s Olympic “legacy” is failing. Ten years ago on

Monday, it was announced that the Games of the 30th Olympiad would be in London.

Planning documents pledged that the great legacy of the Games would be to level a nation

of sport lovers away from their couches. The population would be fitter, healthier and

produce more winners. It has not happened. The number of adults doing weekly sport did

rise, by nearly 2 million in the run-up to 2012—but the general population was growing

faster. Worse, the numbers are now falling at an accelerating rate. The opposition claims

primary school pupils doing at least two hours of sport a week have nearly halved.

Obesity has risen among adults and children. Official retrospections continue as to why

London 2012 failed to “inspire a generation.” The success of Parkrun offers answers.

Parkun is not a race but a time trial: Your only competitor is the clock. The ethos

welcomes anybody. There is as much joy over a puffed-out first-timer being clapped over

the line as there is about top talent shining. The Olympic bidders, by contrast, wanted to

get more people doing sport and to produce more elite athletes. The dual aim was mixed

up: The stress on success over taking part was intimidating for newcomers.

Indeed, there is something a little absurd in the state getting involved in the planning

of such a fundamentally “grassroots” concept as community sports associations. If there is

a role for government, it should really be getting involved in providing common goods—

making sure there is space for playing fields and the money to pave tennis and netball

courts, and encouraging the provision of all these activities in schools. But successive

governments have presided over selling green spaces, squeezing money from local

authorities and declining attention on sport in education. Instead of wordy, worthy

strategies, future governments need to do more to provide the conditions for sport to

thrive. Or at least not make them worse.

21. According to Paragraph 1, Parkrun has

.

英语(二)真题 -3-(共 13 页)

A. gained great popularity

B. created many jobs

C. strengthened community ties

D. become an official festival

22. The author believes that London’s Olympic “legacy” has failedto

.

A. boost population growth

B. promote sport participation

C. improve the city’s image

D. increase sport hours in schools

23. Parkrun is different from Olympic games in that it

.

A. aims at discovering talents

B. focuses on mass competition

C. does not emphasize elitism

D. does not attract first-timers

24. With regard to mass sport, the author holds that governments should

.

A. organize “grassroots” sports events

B. supervise local sports associations

C. increase funds for sports clubs

D. invest in public sports facilities

25. The author’s attitude to what UK governments have done for sportsis

.

A. tolerant

B. critical

C. uncertain

D. sympathetic

Text 2

With so much focus on children’s use of screens, it’s easy for parents to forget about

their own screen use. “Tech is designed to really suck you in ,” says Jenny Redesky in her

study of digital play, “and digital products are there to promote maximal engagement. It

makes it hard to disengage, and leads to a lot of bleed-over into the family routine.”

Radesky has studied the use of mobile phones and tablets at mealtimes by giving

英语(二)真题 -4-(共 13 页)

mother-child pairs a food-testing exercise. She found that mothers who used devices

during the exercise started 20 percent fewer verbal and 39 percent fewer nonverbal

interactions with their children. During a separate observation, she saw that phones

became a source of tension in the family. Parents would be looking at their emails while

the children would be making excited bids for their attention.

Infants are wired to look at parents’ faces try to understand their world, and if those

faces are blank and unresponsive—as they often are when absorbed in a device—it can be

extremely disconcerting for the children. Radesky cites the “still face experiment”

devised by developmental psychologist, Ed Tronick in the 1970s. In it, a mother is asked

to interact with her child in a normal way before putting on a blank expression and not

giving them any visual social feedback: The child becomes increasingly distressed as she

tries to capture her mother’s attention. “Parents don’t have to be exquisitely present at all

times, but there needs to be a balance and parents need to be responsive and sensitive to a

child’s verbal or nonverbal expressions of an emotional need,” says Radesky.

On the other hand, Tronick himself is concerned that the worries about kid’s use of

screens are born out of an “oppressive ideology that demands that parents should always

be interacting” with their children: “It’s based on a somewhat fantasised, very white, very

upper-middle-class ideology that says if you’re failing to expose your child to 30,000

words you are neglecting them.” Tronick believes that just because a child isn’t learning

from the screen doesn’t mean there’s no value it—particularly if it gives parents time to

have a shower, do housework or simply have a break from their child. Parents, he says,

can get a lot out of using their devices to speak to a friend or get some work out of the

way. This can make them feel happier, which lets them to be more available to their child

the rest of the time.

26. According to Jenny Radesky, digital products are designed to

.

A. simplify routine matters

B. absorb user attention

C. better interpersonal relations

D. increase work efficiency

27. Radesky’s food-testing exercise shows that mothers’ use of devices

.

A. takes away babies’ appetite

英语(二)真题 -5-(共 13 页)

B. distracts children’s attention

C. slows down babies’ verbal development

D. reduces mother-child communication

28. Radesky’ cites the “still face experiment” to showthat

.

A. it is easy for children to get used to blank expressions

B. verbal expressions are unnecessary for emotional exchange

C. children are insensitive to changes in their parents’ mood

D. parents need to respond to children’s emotional needs

29. The oppressive ideology mentioned by Tronick requires parentsto

.

A. protect kids from exposure to wild fantasies

B. teach their kids at least 30,000 words a year

C. ensure constant interaction with their children

D. remain concerned about kid’s use of screens

30. According to Tronick, kid’s use of screens may

.

A. give their parents some free time

B. make their parents more creative

C. help them with their homework

D. help them become more attentive

Text 3

Today, widespread social pressure to immediately go to college in conjunction with

increasingly high expectations in a fast-moving world often causes students to completely

overlook the possibility of taking a gap year. After all, if everyone you know is going to

college in the fall, it seems silly to stay back a year, doesn’t it? And after going to school

for 12 years, it doesn’t feel natural to spend a year doing something that isn’tacademic.

But while this may be true, it’s not a good enough reason to condemn gap years.

There’s always a constant fear of falling behind everyone else on the socially perpetuated

“race to the finish line,” whether that be toward graduate school, medical school or

lucrative career. But despite common misconceptions, a gap year does not hinder the

success of academic pursuits—in fact, it probably enhancesit.

Studies from the United States and Australia show that students who take a gap year

英语(二)真题 -6-(共 13 页)

are generally better prepared for and perform better in college than those who do not.

Rather than pulling students back, a gap year pushes them ahead by preparing them for

independence, new responsibilities and environmental changes—all things that first-year

students often struggle with the most. Gap year experiences can lessen the blow when it

comes to adjusting to college and being thrown into a brand new environment, making it

easier to focus on academics and activities rather than acclimation blunders.

If you’re not convinced of the inherent value in taking a year off to explore interests,

then consider its financial impact on future academic choices. According to the National

Center for Education Statistics, nearly 80 percent of college students end up changing

their majors at least once. This isn’t surprising, considering the basic mandatory high

school curriculum leaves students with a poor understanding of the vast academic

possibilities that await them in college. Many students find themselves listing one major

on their college applications, but switching to another after taking college classes. It’s not

necessarily a bad thing, but depending on the school, it can be costly to make up credits

after switching too late in the game. At Boston College, for example, you would have to

complete an extra year were you to switch to the nursing school from another department.

Taking a gap year to figure things out initially can help prevent stress and save money

later on.

31. One of the reasons for high-school graduates not taking a gap year is that

.

A. they think it academically misleading

B. they have a lot of fun to expect in college

C. it feels strange to do differently from others

D. it seems worthless to take off-campus courses

32. Studies from the US and Australia imply that taking a gap yearhelps

.

A. keep students from being unrealistic

B. lower risks in choosing careers

C. ease freshmen’s financial burdens

D. relieve freshmen of pressures

33. The word “acclimation” (Line 7, Para. 3) is closest in meaning to

.

英语(二)真题 -7-(共 13 页)

A. adaptation

B. application

C. motivation

D. competition

34. A gap year may save money for students by helping them

.

A. avoid academic failures

B. establish long-term goals

C. switch to another college

D. decide on the right major

35. The most suitable title for this text would be

.

A. In Favor of the Gap Year

B. The ABCs of the Gap Year

C. The Gap Year Comes Back

D. The Gap Year: ADilemma

Text 4

Though often viewed as a problem for western states, the growing frequency of

wildfires is a national concern because of its impact on federal tax dollars, says Professor

Max Moritz, a specialist in fire ecology and management.

In 2015, the US Forest Service for the first time spent more than half of its $5.5

billion annual budget fighting fires—nearly double the percentage it spent on such efforts

20 years ago. In effect, fewer federal funds today are going towards the agency’s other

work—such as forest conservation, watershed and cultural resources management, and

infrastructure upkeep—that affect the lives of allAmericans.

Another nationwide concern is whether public funds from other agencies are going

into construction in fire-prone districts. As Moritz puts it, how often are federal dollars

building homes that are likely to be lost to a wildfire?

“It’s already a huge problem from a public expenditure perspective for the whole

country,” he says. We need to take a magnifying glass to that. Like, “Wait a minute, is this

OK?” “Do we want instead to redirect those funds to concentrate on lower-hazard parts of

the landscape?”

Such a view would require a corresponding shift in the way US society today views

英语(二)真题 -8-(共 13 页)

fire, researchers say.

For one thing, conversations about wildfires need to be more inclusive. Over the past

decade, the focus has been on climate change—how the warming of the Earth from

greenhouse gases is leading to conditions that worsen fires.

While climate is a key element, Moritz says, it shouldn’t come at the expense of the

rest of the equation.

“The human systems and the landscapes we live on are linked, and the interactions go

both ways,” he says. Failing to recognize that, he notes, leads to “an overly simplified

view of what the solutions might be. Our perception of the problem and of what the

solution is becomes very limited.”

At the same time, people continue to treat fire as an event that needs to be wholly

controlled and unleashed only out of necessity, says Professor Balch at the University of

Colorado. But acknowledging fire’s inevitable presence in human life is an attitude

crucial to developing the laws, policies, and practices that make it as safe as possible, she

says.

“We’ve disconnected ourselves from living with fire,” Balch says. “It is really

important to understand and try and tease out what is the human connection with fire

today.”

36. More frequent wildfires have become a national concern because in 2015 they

.

A. exhausted unprecedented management efforts

B. consumed a record-high percentage of budget

C. severely damaged the ecology of western states

D. caused a huge rise of infrastructure expenditure

37. Moritz calls for the use of “a magnifying glass” to

.

A. raise more funds for fire-prone areas

B. avoid the redirection of federal money

C. find wildfire-free parts of the landscape

D. guarantee safer spending of public funds

38. While admitting that climate is a key element, Moritz notesthat

.

A. public debates have not settled yet

英语(二)真题 -9-(共 13 页)

B. fire-fighting conditions are improving

C. other factors should not be overlooked

D. a shift in the view of fire has taken place

39. The overly simplified view Moritz mentions is a result of failing to

.

A. discover the fundamental makeup of nature

B. explore the mechanism of the human systems

C. maximize the role of landscape in human life

D. understand the interrelations of man and nature

40. Professor Balch points out that fire is something man should

.

A. do away with

B. come to terms with

C. pay a price for

D. keep away from

Part B Directions:

Read the following text and match each of the numbered items in the left column to its

corresponding information in the right column. There are two extra choices in the right

column. Mark your answers on the ANSWER SHEET. (10 points)

The decline in American manufacturing is a common refrain, particularly from

Donald Trump. “We don’t make anything anymore,” he told Fox News, while defending

his own made-in-Mexico clothing line.

Without question, manufacturing has taken a significant hit during recent decades,

and further trade deals raise questions about whether new shocks could hitmanufacturing.

But there is also a different way to look at the data.

Across the country, factory owners are now grappling with a new challenge: Instead

of having too many workers, they may end up with too few. Despite trade competition

and outsourcing, American manufacturing still needs to replace tens of thousands of

retiring boomers every year. Millennials may not be that interested in taking their place.

Other industries are recruiting them with similar or better pay.

For factory owners, it all adds up to stiff competition for workers—and upward

英语(二)真题 -10-(共 13 页)

pressure on wages. “They’re harder to find and they have job offers,” says Jay Dunwell,

president of Wolverine Coil Spring, a family-owned firm. “They may be coming [into the

workforce], but they’ve been plucked by other industries that are also doing as well as

manufacturing.” Mr. Dunwell has begun bringing high school juniors to the factory so

they can get exposed to its culture.

At RoMan Manufacturing, a maker of electrical transformers and welding equipment

that his father cofounded in 1980, Robert Roth keeps a close eye on the age of his nearly

200 workers. Five are retiring this year. Mr. Roth has three community-college students

enrolled in a work-placement program, with a starting wage of $13 an hour that rises to

$17 after two years.

At a worktable inside the transformer plant, young Jason Stenquist looks flustered by

the copper coils he’s trying to assemble and the arrival of two visitors. It’s his first week

on the job. Asked about his choice of career, he says at high school he considered medical

school before switching to electrical engineering. “I love working with tools. I love

creating.” he says.

But to win over these young workers, manufacturers have to clear another major

hurdle: parents, who lived through the worst US economic downturn since the Great

Depression, telling them to avoid the factory. Millennials “remember their father and

mother both were laid off. They blame it on the manufacturing recession,” says Birgit

Klohs, chief executive of The Right Place, a business development agency for western

Michigan.

These concerns aren’t misplaced: Employment in manufacturing has fallen from 17

million in 1970 to 12 million in 2015. When the recovery began, worker shortages first

appeared in the high-skilled trades. Now shortages are appearing at the mid-skilllevels.

“The gap is between the jobs that take no skills and those that require a lot of skill,”

says Rob Spohr, a business professor at Montcalm Community College. “There’re enough

people to fill the jobs at McDonalds and other places where you don’t need to have much

skill. It’s that gap in between, and that’s where the problem is. ”

Julie Parks of Grand Rapids Community College points to another key to luring

Millennials into manufacturing: a work/life balance. While their parents were content to

work long hours, young people value flexibility. “Overtime is not attractive to this

英语(二)真题 -11-(共 13 页)

generation. They really want to live their lives,” she says.

[A]. says that he switched to electrical engineering because

he loves working with tools.

41. Jay Dunwell

[B]. points out that there are enough people to fill the jobs

that don’t need much skill.

42. Jason Stenquist

[C]. points out that US doesn’t manufacture anything

anymore.

43. Birgit Klohs

[D]. believes that it is important to keep a close eye on the

age of his workers.

44. Rob Spohr

[E]. says that for factory owners, workers are harder to find

because of stiff competition.

45. Julie Parks

[F]. points out that a work/life balance can attract young

people into manufacturing.

[G]. says that the manufacturing recession is to blame for the

lay—off of the young people’s parents.

46. Directions:

Section II Reading Comprehension

Translate the following text from English into Chinese. Write your translation on the

ANSWER SHEET. (15 points)

My dream has always been to work somewhere in an area between fashion and

publishing. Two years before graduating from secondary school, I took a sewing and

design course thinking that I would move on to a fashion design course. However, during

that course I realized I was not good enough in this area to compete with other creative

personalities in the future, so I decided that it was not the right path for me. Before

applying for university I told everyone that I would study journalism, because writing was,

and still is, one of my favorite activities. But, to be honest, I said it, because I thought that

fashion and me together was just a dream—I knew that no one could imagine me in the

fashion industry at all! So I decided to look for some fashion-related courses that included

英语(二)真题 -12-(共 13 页)

writing. This is when I noticed the course “Fashion Media &Promotion.”

Section IV Writing

Part A

47. Directions：

Suppose you are invited by Professor Williams to give a presentation about Chinese

culture to a group of international students. Write a reply to

1) accept the invitation, and

2) introduce the key points of your presentation.

You should write about 100 words on the ANSWER SHEET.

Do not use your own name. Use “Li Ming” instead.

Do not write your address. (10 points)

Part B

48. Directions：

Write an essay based on the following chart. In your writing, you should

1) interpret the chart, and

2) give your comments.

You should write about 150 words on the ANSWER SHEET. (15 points)

英语(二)真题 -13-(共 13 页)