【考研类试卷】考研英语20及答案解析.doc

1、考研英语 20及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)There is a general expectation that teachers can spot talented children and do something for them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic talent. In fact, they 4 to identify from 10 to

2、50 percent of their gifted students. The first 5 in identifying gifted students is determining the 6 for finding them. If we want to 7 a group of students for an 8 mathematics class, our approach would be different than 9 we are looking for students with high talent 10 a creative-writing program. Sp

3、ecific program needs and requirements, then, 11 the identification process. Subjective evaluation-teacher 12 , parent referral-should be 13 by standardized tests and other 14 measures of ability. Any 15 for identifying gifted children in a school system should 16 both subjective and objective method

4、s of 17 Classroom behavior, for example, can point 18 childrens ability to organize and use materials and reveal their potential for processing information better than 19 a test situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or informal setting. （分数：1.00）(1)

5、 There is a general expectation that teachers can spot talented children and do something for them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic talent. In fact, they 4 to identify from 10 to 50 percent of their gifted students. The first 5 in identifying

6、gifted students is determining the 6 for finding them. If we want to 7 a group of students for an 8 mathematics class, our approach would be different than 9 we are looking for students with high talent 10 a creative-writing program. Specific program needs and requirements, then, 11 the identificati

7、on process. Subjective evaluation-teacher 12 , parent referral-should be 13 by standardized tests and other 14 measures of ability. Any 15 for identifying gifted children in a school system should 16 both subjective and objective methods of 17 Classroom behavior, for example, can point 18 childrens

8、ability to organize and use materials and reveal their potential for processing information better than 19 a test situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or informal setting. （分数：0.05）A.expressedB.shownC.approvedD.confirmedA.preferB.admitC.recognizeD.

9、encounterA.methodB.stepC.phaseD.aimA.approachB.processC.reasonD.procedureA.signifyB.chooseC.specifyD.organizeA.enforcedB.innovatedC.extendedD.advancedA.ifB.asC.thatD.whenA.toB.forC.inD.onA.shapeB.completeC.modifyD.regulateA.argumentB.decisionC.judgementD.motivationA.classifiedB.determinedC.improvedD

10、checkedA.subjectiveB.objectiveC.persuasiveD.effectiveA.forB.ofC.withoutD.withA.programB.classC.planD.projectA.constituteB.sustainC.includeD.embodyA.revelationB.examinationC.evaluationD.recognitionA.toB.upC.atD.outA.canB.doesC.doD.willA.qualifiedB.trainedC.highlightedD.observedA.failB.tendC.tryD.ref

11、use二、Section Writing(总题数：1，分数：1.00)1. 1 ) describe the drawing, 2 ) interpret its meaning, and 3 ) support your view with examples. You should write about 200 words neatly on ANSWER SHEET 2. (20 points)1 ) describe the drawing, 2 ) interpret its meaning, and 3 ) support your view with examples. You

12、should write about 200 words neatly on ANSWER SHEET 2. (20 points)* （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)Its a funny thing, happiness. People refer to it as something they want, something missing, as if it could be secured if they only knew where to find it. Lack of it is blamed on past relatio

13、nships and hope for it placed on future lovers. Desire for it becomes a restless quest. Yet over and again in therapy, it is clear that a hungry pursuit for the illusive state of happiness only ends in frustration and yet more unhappiness. When I ask a man whos just turned 40 and wants to try psycho

14、therapy to tell me about the disappointments he mentions, he reels off a list: a love affair that lost its zest; a work project ruined by a colleague; a holiday spoiled by the weather; a plan halted by ill health. All were potential routes to happiness. And it is this endless feeling of things being

15、 spoilt that makes him feel let down by life and unhappy. He tells me that he had been a willful child. He was, he says, spoilt rotten by very loving parents. They had suffered much hardship in their own lives, and when hard work and good luck made them well off, they decided that he, their only son

16、 would have all they had lacked, and more. He had wanted for nothing. Yet this came with a cost. For having everything on a plate before he had even developed an appetite had robbed him of the chance to reach and struggle for something meaningful and of his very own. There had never been an empty s

17、pace he had enjoyed working to fill. Little wonder he was unable to remain attached to anything or anyone after frustration set in. Working through difficulty simply hadnt ever been asked of him. While hopefully a by-product of developing emotional maturity, happiness was not, I told him, a specific

18、 therapeutic aim. But therapy could offer the challenge to stay with, and so gradually understand, the meaning of his unhappiness, rather than bolting when the going got rough. The notion that we can uncover a meaning within our suffering supports the whole therapeutic venture. By working towards un

19、derstanding the reasons for his disappointments, this man had the chance to begin reshaping his own life journey. This was unlikely to give him happiness as a “given constant“, but could enable him to develop something far more important. As C. G. Jung, the founder of Analytical Psychology, said:“ T

20、he principal aim of psychotherapy is not to transport the patient to an impossible state of happiness, but to help him acquire steadfastness and philosophic patience in the face of suffering. Life demands for its completion and fulfillment a balance between joy and sorrow.“ （分数：1.00）(1).The author a

21、rgues that happiness is（分数：0.20）A.fascinating.B.fantasticC.ridiculous.D.queer.(2).It is a usual ease with happiness that（分数：0.20）A.it is generally considered securable.B.it is commonly attributed to destiny.C.it often falls short of expectation.D.it routinely seems encouraging.(3) The psychoanalyst

22、affirms that psychotherapy（分数：0.20）A.represents happiness as its by-product.B.calls for full comprehension of happiness.C.stresses deep analysis of misfortunes.D.aims at complete realization of real life.(4). The patients unhappiness results primarily from his（分数：0.20）A.disappointment in love.B.affl

23、uent circumstances.C.indifference towards work.D.inability to face frustration.(5).The phrase “remain attached to“ (Par. 4) most probably means continue to（分数：0.20）A.be fond of.B.be eager for.C.be restricted to.D.be affiliated to.Americans today don t place a very high value on intellect. Our heroes

24、 are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical educationnot to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti- intellectualism in our schools arent difficult to find. “Schools have always been i

25、n a society where practical is more important than intellectual,“ says education writer Diane Ravitch. “Schools could be a counterbalance.“ Ravitch s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but

26、a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, th

27、ey cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.“ “Intellect is resented as a form of power or privilege,“ writes historian and professor Richard Hofstadter in Anti-Intellectu

28、alism in American Life, a Pulitzer-Prize winning book on the roots of anti- intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common se

29、nse, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and college rec

30、itation rooms for I0 or 15 years and come out at last with a bellyful of words and do not know a thing.“ Mark Twain s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized going to school and learning to readso he can preserve his innate goodness. Intellect, acc

31、ording to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and

32、 imagines. School remains a place where intellect is mistrusted. Hofstadter says our country s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.“ （分数：1

33、00）(1). What do American parents expect their children to acquire in school?（分数：0.20）A.The habit of thinking independently.B.Profound knowledge of the world.C.Practical abilities for future careerD.The confidence in intellectual pursuits.(2) We can learn from the text that Americans have a history

34、of（分数：0.20）A.undervaluing intellect.B.favoring intellectualism.C.supporting school reform.D.suppressing native intelligence.(3).The views of Ravitch and Emerson on schooling are（分数：0.20）A.identical.B.similar.C.complementary.D.opposite.(4). Emerson, according to the text, is probably（分数：0.20）A.a pion

35、eer of education reform.B.an opponent of intellectualism.C.a scholar in favor of intellect.D.an advoeate of regular schooling.(5).What does the author think of intellect?（分数：0.20）A.It is second to intelligence.B.It evolves from common sense.C.It is to be pursued.D.It underlies power.Why do so many A

36、mericans distrust what they read in their newspapers? The American Society of Newspaper Editors is trying to answer this painful question. The organization is deep into a long self-analysis known as the journalism credibility project. Sad to say, this project has turned out to be mostly low-level fi

37、ndings about factual errors and spelling and grammar mistakes, combined with lots of head-scratching puzzlement about what in the world those readers really want. But the sources of distrust go way deeper. Most journalists learn to see the world through a set of standard templates (patterns) into wh

38、ich they plug each day s events. In other words, there is a conventional story line in the newsroom culture that provides a backbone and a ready-made narrative structure for otherwise confusing news. There exists a social and cultural disconnect between journalists and their readers, which helps exp

39、lain why the “standard templates“ of the newsroom seem alien to many readers. In a recent survey, questionnaires were sent to reporters in five middle-size cities around the country, plus one large metropolitan area. Then residents in these communities were phoned at random and asked the same questi

40、ons. Replies show that compared with other Americans, journalists are more likely to live in upscale neighborhoods,have maids, own Mercedeses, and trade stocks, and they re less likely to go to church, do volunteer work, or put down roots in a community. Reporters tend to be part of a broadly define

41、d social and cultural elite, so their work tends to reflect the conventional values of this elite. The astonishing distrust of the news media isn t rooted in inaccuracy or poor reportorial skills but in the daily clash of world views between reporters and their readers. This is an explosive situatio

42、n for any industry, particularly a declining one. Here is a troubled business that keeps hiring employees whose attitudes vastly annoy the customers. Then it sponsors lots of symposiums and a credibility project dedicated to wondering why customers are annoyed and fleeing in large numbers. But it ne

43、ver seems to get around to noticing the cultural and class biases that so many former buyers are complaining about. If it did, it would open up its diversity program, now focused narrowly on race and gender, and look for reporters who differ broadly by outlook, values, education, and class. （分数：1.00

44、1). What is the passage mainly about?（分数：0.25）A.Needs of the readers all over the word.B.Causes of the public disappointment about newspapers.C.Origins of the declining newspaper industry.D.Aims of a journalism credibility project.(2).The results of the journalism credibility project turned out to

45、 be_.（分数：0.25）A.quite trustworthyB.somewhat contradictoryC.very illuminatingD.rather superficial(3). The basic problem of journalists as pointed out by the writer lies in their_.（分数：0.25）A.working attitudeB.conventional lifestyleC.world outlookD.educational background(4).Despite its efforts, the new

46、spaper industry still cannot satisfy the readers owing to its_.（分数：0.25）A.failure to realize its real problemB.tendency to hire annoying reportersC.likeliness to do inaccurate reportingD.prejudice in matters of race and genderIn the last half of the nineteenth century “capital“ and “labour“ were enl

47、arging and perfecting their rival organizations on modem lines. Many an old firm was replaced by a limited liability company with a bureaucracy of salaried managers. The change met the technical requirements of the new age by engaging a large professional element and prevented the decline in efficie

48、ncy that so commonly spoiled the fortunes of family firms in the second and third generation after the energetic founders. It was moreover a step away from individual initiative, towards collectivism and municipal and state-owned business. The railway companies, though still private business managed

49、 for the benefit of shareholders, were very unlike old family business. At the same time the great municipalities went into business to supply lighting, trams and other services to the taxpayers. The growth of the limited liability company and municipal business had important consequences. Such large, impersonal manipulation of capital and industry greatly increased the numbers and importance of shareholders as a class, an element