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开 本: 16开纸 张: 胶版纸包 装: 袋装是否套装: 否国际标准书号ISBN: 9787519245320丛书名: 考研英语考试用书
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《中公版·2020考研英语（二）：真题大全》具有如下几个特色：
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本书包含2010—2018年共10套真题，按照题源信息—文章大意—重点词汇及短语—参考答案及解析—全文翻译的顺序编排。考生通过真题的训练，可以把握真题的考查重点和解题思路，从而提升自己的答题能力。
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内容简介
《中公版·2020考研英语（二）：真题大全》是由中公教育研究生考试研究院师资在深入研究历年真题的基础上，结合丰富的教学实践经验编写而成的。
本书分为两部分：
*部分是2010—2019年考研英语（二）真题的试题部分，10套真题独立装订，利于考生自测与携带。
第二部分是【参考答案及解析（上）】、【参考答案及解析（中）】和【参考答案及解析（下）】，分别是2019—2016年、2015—2013年和2012—2010年的解析，多角度、多层次解读真题。
本书分为两部分：
*部分是2010—2019年考研英语（二）真题的试题部分，10套真题独立装订，利于考生自测与携带。
第二部分是【参考答案及解析（上）】、【参考答案及解析（中）】和【参考答案及解析（下）】，分别是2019—2016年、2015—2013年和2012—2010年的解析，多角度、多层次解读真题。
目 录
2019年全国硕士研究生招生考试英语（二）试题解析
2018年全国硕士研究生招生考试英语（二）试题解析
2017年全国硕士研究生招生考试英语（二）试题解析
2016年全国硕士研究生招生考试英语（二）试题解析（71）
2018年全国硕士研究生招生考试英语（二）试题解析
2017年全国硕士研究生招生考试英语（二）试题解析
2016年全国硕士研究生招生考试英语（二）试题解析（71）
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2018年全国硕士研究生招生考试
英语(二)试题
SectionⅠUseofEnglish
Directions：
Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDontheANSWERSHEET.(10points)
WhydopeoplereadnegativeInternetcommentsanddootherthingsthatwillobviouslybepainful?Becausehumanshaveaninherentneedto1uncertaintyaccordingtoarecentstudyinPsychologicalScience.Thenewresearchrevealsthattheneedtoknowissostrongthatpeoplewill2tosatisfytheircuriosityevenwhenitiscleartheanswerwill3.
Inaseriesoffourexperiments,behavioralscientistsattheUniversityofChicagoandtheWisconsinSchoolofBusinesstestedstudents’willingnessto4themselvestounpleasantstimuliinanefforttosatisfycuriosity.Forone5,eachparticipantwasshownapileofpensthattheresearcherclaimedwerefromapreviousexperiment.Thetwist?Halfofthepenswould6anelectricshockwhenclicked.
Twenty-sevenstudentsweretoldwhichpenswereelectrified;anothertwenty-sevenweretoldonlythatsomewereelectrified.7leftaloneintheroom,thestudentswhodidnotknowwhichoneswouldshockthemclickedmorepensandincurredmorejoltsthanthestudentswhoknewwhatwould8.Subsequentexperimentsreproducedthiseffectwithotherstimuli,9thesoundoffingernailsonachalkboardandphotographsofdisgustinginsects.
Thedriveto10isdeeplyrootedinhumans,muchthesameasthebasicdrivesfor11orshelter,saysChristopherHseeoftheUniversityofChicago.Curiosityisoftenconsideredagoodinstinct—itcan12newscientificadvances,forinstance—butsometimessuch13canbackfire.Theinsightthatcuriositycandriveyoutodo14thingsisaprofoundone.
Unhealthycuriosityispossibleto15,however.Inafinalexperiment,participantswhowereencouragedto16howtheywouldfeelafterviewinganunpleasantpicturewerelesslikelyto17toseesuchanimage.Theseresultssuggestthatimaginingthe
18offollowingthroughonone’scuriosityaheadoftimecanhelpdetermine19itisworththeendeavor.“Thinkingaboutlong-term20iskeytoreducingthepossiblenegativeeffectsofcuriosity,”Hseesays.Inotherwords,don’treadonlinecomments.
1.[A]ignore[B]protect[C]discuss[D]resolve
2.[A]refuse[B]seek[C]wait[D]regret
3.[A]rise[B]last[C]hurt[D]mislead
4.[A]alert[B]expose[C]tie[D]treat
5.[A]trial[B]message[C]review[D]concept
6.[A]remove[B]deliver[C]weaken[D]interrupt
7.[A]Unless[B]If[C]When[D]Though
8.[A]change[B]continue[C]disappear[D]happen
9.[A]suchas[B]ratherthan[C]regardlessof[D]owingto
10.[A]disagree[B]forgive[C]discover[D]forget
11.[A]pay[B]food[C]marriage[D]schooling
12.[A]beginwith[B]reston[C]leadto[D]learnfrom
13.[A]inquiry[B]withdrawal[C]persistence[D]diligence
14.[A]self-deceptive[B]self-reliant
[C]self-evident[D]self-destructive
15.[A]trace[B]define[C]replace[D]resist
16.[A]conceal[B]overlook[C]design[D]predict
17.[A]choose[B]remember[C]promise[D]pretend
18.[A]relief[B]outcome[C]plan[D]duty
19.[A]how[B]why[C]where[D]whether
20.[A]limitations[B]investment[C]consequences[D]strategies
SectionⅡReadingcomprehension
PartA
Directions:
Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.MarkyouranswersontheANSWERSHEET.(40points)
Text1
ItiscuriousthatStephenKoziatekfeelsalmostasthoughhehastojustifyhiseffortstogivehisstudentsabetterfuture.
Mr.Koziatekispartofsomethingpioneering.HeisateacherataNewHampshirehighschoolwherelearningisnotsomethingofbooksandtestsandmechanicalmemorization,butpractical.Whendiditbecomeacceptedwisdomthatstudentsshouldbeabletonamethe13thpresidentoftheUnitedStatesbutbeutterlyoverwhelmedbyabrokenbikechain?
AsKoziatekknows,thereislearninginjustabouteverything.Nothingisnecessarilygainedbyforcingstudentstolearngeometryatagraffitieddeskstuckwithgenerationsofdiscardedchewinggum.Theycanalsolearngeometrybyassemblingabicycle.
Buthe’salsofoundakindofinsidiousprejudice.Workingwithyourhandsisseenasalmostamarkofinferiority.Schoolsinthefamilyofvocationaleducation“havethatstereotype…thatit’sforkidswhocan’tmakeitacademically,”hesays.
Ononehand,thatviewpointisalogicalproductofAmerica’sevolution.Manufacturingisnottheeconomicenginethatitoncewas.ThejobsecuritythattheUSeconomyonceofferedtohighschoolgraduateshaslargelyevaporated.Moreeducationisthenewprinciple.Wewantmoreforourkids,andrigitfullyso.
Buttheheadlongpushintobachelor’sdegreesforall—andthesubtledevaluingofanythingless—missesanimportantpoint:That’snottheonlythingtheAmericaneconomyneeds.Yes,abachelor’sdegreeopensmoredoors.Butevennow,54percentofthejobsinthecountryaremiddle-skilljobs,suchasconstructionandhigh-skillmanufacturing.Butonly44percentofworkersareadequatelytrained.
Inotherwords,atatimewhentheworkingclasshasturnedthecountryonitspoliticalhead,frustratedthattheopportunitythatoncedefinedAmericaisvanishing,oneobvioussolutionisstaringusintheface.Thereisagapinworking-classjobs,buttheworkerswhoneedthosejobsmostaren’tequippedtodothem.Koziatek’sManchesterSchoolofTechnologyHighSchoolistryingtofillthatgap.
Koziatek’sschoolisawake-upcall.Wheneducationbecomesone-size-fits-all,itrisksoverlookinganation’sdiversityofgifts.
21.Abrokenbikechainismentionedtoshowstudents’lackof.
[A]academictraining
[B]practicalability
[C]pioneeringspirit
[D]mechanicalmemorization
22.Thereexiststheprejudicethatvocationaleducationisforkidswho.
[A]haveastereotypedmind
[B]havenocareermotivation
[C]arefinanciallydisadvantaged
[D]arenotacademicallysuccessful
23.Wecaninferfromparagraph5thathighschoolgraduates.
[A]usedtohavemorejobopportunities
[B]usedtohavebigfinancialconcerns
[C]areentitledtomoreeducationalprivileges
[D]arereluctanttoworkinmanufacturing
24.Theheadlongpushintobachelor’sdegreesforall.
[A]helpscreatealotofmiddle-skilljobs
[B]maynarrowthegapinworking-classjobs
[C]indicatestheovervaluingofhighereducation
[D]isexpectedtoyieldabetter-trainedworkforce
25.Theauthor’sattitudetowardKoziatek’sschoolcanbedescribedas．
[A]tolerant[B]cautious
[C]supportive[D]disappointed
英语(二)试题
SectionⅠUseofEnglish
Directions：
Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDontheANSWERSHEET.(10points)
WhydopeoplereadnegativeInternetcommentsanddootherthingsthatwillobviouslybepainful?Becausehumanshaveaninherentneedto1uncertaintyaccordingtoarecentstudyinPsychologicalScience.Thenewresearchrevealsthattheneedtoknowissostrongthatpeoplewill2tosatisfytheircuriosityevenwhenitiscleartheanswerwill3.
Inaseriesoffourexperiments,behavioralscientistsattheUniversityofChicagoandtheWisconsinSchoolofBusinesstestedstudents’willingnessto4themselvestounpleasantstimuliinanefforttosatisfycuriosity.Forone5,eachparticipantwasshownapileofpensthattheresearcherclaimedwerefromapreviousexperiment.Thetwist?Halfofthepenswould6anelectricshockwhenclicked.
Twenty-sevenstudentsweretoldwhichpenswereelectrified;anothertwenty-sevenweretoldonlythatsomewereelectrified.7leftaloneintheroom,thestudentswhodidnotknowwhichoneswouldshockthemclickedmorepensandincurredmorejoltsthanthestudentswhoknewwhatwould8.Subsequentexperimentsreproducedthiseffectwithotherstimuli,9thesoundoffingernailsonachalkboardandphotographsofdisgustinginsects.
Thedriveto10isdeeplyrootedinhumans,muchthesameasthebasicdrivesfor11orshelter,saysChristopherHseeoftheUniversityofChicago.Curiosityisoftenconsideredagoodinstinct—itcan12newscientificadvances,forinstance—butsometimessuch13canbackfire.Theinsightthatcuriositycandriveyoutodo14thingsisaprofoundone.
Unhealthycuriosityispossibleto15,however.Inafinalexperiment,participantswhowereencouragedto16howtheywouldfeelafterviewinganunpleasantpicturewerelesslikelyto17toseesuchanimage.Theseresultssuggestthatimaginingthe
18offollowingthroughonone’scuriosityaheadoftimecanhelpdetermine19itisworththeendeavor.“Thinkingaboutlong-term20iskeytoreducingthepossiblenegativeeffectsofcuriosity,”Hseesays.Inotherwords,don’treadonlinecomments.
1.[A]ignore[B]protect[C]discuss[D]resolve
2.[A]refuse[B]seek[C]wait[D]regret
3.[A]rise[B]last[C]hurt[D]mislead
4.[A]alert[B]expose[C]tie[D]treat
5.[A]trial[B]message[C]review[D]concept
6.[A]remove[B]deliver[C]weaken[D]interrupt
7.[A]Unless[B]If[C]When[D]Though
8.[A]change[B]continue[C]disappear[D]happen
9.[A]suchas[B]ratherthan[C]regardlessof[D]owingto
10.[A]disagree[B]forgive[C]discover[D]forget
11.[A]pay[B]food[C]marriage[D]schooling
12.[A]beginwith[B]reston[C]leadto[D]learnfrom
13.[A]inquiry[B]withdrawal[C]persistence[D]diligence
14.[A]self-deceptive[B]self-reliant
[C]self-evident[D]self-destructive
15.[A]trace[B]define[C]replace[D]resist
16.[A]conceal[B]overlook[C]design[D]predict
17.[A]choose[B]remember[C]promise[D]pretend
18.[A]relief[B]outcome[C]plan[D]duty
19.[A]how[B]why[C]where[D]whether
20.[A]limitations[B]investment[C]consequences[D]strategies
SectionⅡReadingcomprehension
PartA
Directions:
Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.MarkyouranswersontheANSWERSHEET.(40points)
Text1
ItiscuriousthatStephenKoziatekfeelsalmostasthoughhehastojustifyhiseffortstogivehisstudentsabetterfuture.
Mr.Koziatekispartofsomethingpioneering.HeisateacherataNewHampshirehighschoolwherelearningisnotsomethingofbooksandtestsandmechanicalmemorization,butpractical.Whendiditbecomeacceptedwisdomthatstudentsshouldbeabletonamethe13thpresidentoftheUnitedStatesbutbeutterlyoverwhelmedbyabrokenbikechain?
AsKoziatekknows,thereislearninginjustabouteverything.Nothingisnecessarilygainedbyforcingstudentstolearngeometryatagraffitieddeskstuckwithgenerationsofdiscardedchewinggum.Theycanalsolearngeometrybyassemblingabicycle.
Buthe’salsofoundakindofinsidiousprejudice.Workingwithyourhandsisseenasalmostamarkofinferiority.Schoolsinthefamilyofvocationaleducation“havethatstereotype…thatit’sforkidswhocan’tmakeitacademically,”hesays.
Ononehand,thatviewpointisalogicalproductofAmerica’sevolution.Manufacturingisnottheeconomicenginethatitoncewas.ThejobsecuritythattheUSeconomyonceofferedtohighschoolgraduateshaslargelyevaporated.Moreeducationisthenewprinciple.Wewantmoreforourkids,andrigitfullyso.
Buttheheadlongpushintobachelor’sdegreesforall—andthesubtledevaluingofanythingless—missesanimportantpoint:That’snottheonlythingtheAmericaneconomyneeds.Yes,abachelor’sdegreeopensmoredoors.Butevennow,54percentofthejobsinthecountryaremiddle-skilljobs,suchasconstructionandhigh-skillmanufacturing.Butonly44percentofworkersareadequatelytrained.
Inotherwords,atatimewhentheworkingclasshasturnedthecountryonitspoliticalhead,frustratedthattheopportunitythatoncedefinedAmericaisvanishing,oneobvioussolutionisstaringusintheface.Thereisagapinworking-classjobs,buttheworkerswhoneedthosejobsmostaren’tequippedtodothem.Koziatek’sManchesterSchoolofTechnologyHighSchoolistryingtofillthatgap.
Koziatek’sschoolisawake-upcall.Wheneducationbecomesone-size-fits-all,itrisksoverlookinganation’sdiversityofgifts.
21.Abrokenbikechainismentionedtoshowstudents’lackof.
[A]academictraining
[B]practicalability
[C]pioneeringspirit
[D]mechanicalmemorization
22.Thereexiststheprejudicethatvocationaleducationisforkidswho.
[A]haveastereotypedmind
[B]havenocareermotivation
[C]arefinanciallydisadvantaged
[D]arenotacademicallysuccessful
23.Wecaninferfromparagraph5thathighschoolgraduates.
[A]usedtohavemorejobopportunities
[B]usedtohavebigfinancialconcerns
[C]areentitledtomoreeducationalprivileges
[D]arereluctanttoworkinmanufacturing
24.Theheadlongpushintobachelor’sdegreesforall.
[A]helpscreatealotofmiddle-skilljobs
[B]maynarrowthegapinworking-classjobs
[C]indicatestheovervaluingofhighereducation
[D]isexpectedtoyieldabetter-trainedworkforce
25.Theauthor’sattitudetowardKoziatek’sschoolcanbedescribedas．
[A]tolerant[B]cautious
[C]supportive[D]disappointed
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