论点：为了降尘，北京应该大力推广落叶林，并尽量减少针叶树面积。
选项A，方法无效，指出该方案会影响林木的生长和健康，那么就无法达到降尘的效果。 54. 【答案】C
解析：根据条件（3）可知2号、3号和1号不是同一品种；而5号和2号、3号不同，又由于仅有3种品种，因此5号和1号品种相同。同理，2号和6号品种相同，3号和4号品种相同。由于5中是红色，则其必然是玫瑰或者兰花，又由于1号和5号相同，因此1号只能是玫瑰或者兰花，所以，选项C不可能为真。 55. 【答案】D
解析：第一步：5是玫瑰，3是黄色的花，所以3是黄色兰花或者黄色菊花；
第二步：若3是黄色菊花，则2必定是兰花，而2只能是白色的兰花。因为6与3和5相邻，所以6
只能是兰花，且颜色不能是红色和黄色，这样6只能是白色兰花，与2相同，不符合题目要求（每个格子仅栽种一个品种、一个颜色的花），因此3只能是黄色兰花。
第三步：当3是黄色兰花，则2是菊花，4为兰花。而4不能是红色（因为5是红色玫瑰），也不能
是黄色（因为3号是黄色兰花），因此4只能是白色兰花。
综上所述，选项D正确。
写作部分
56. 论证有效性分析 【参考谬误】
1、不当类比：材料论述，世界上的事物是无穷的，所以选择也是无穷的，这是欠妥当的。客观事物的无限性并不意味着个人主观选择的无限性，材料中两个“无穷”其前后的范围显然的不同，故“事物的无穷”不必然推出“选择的无穷”，二者之间不可进行简单类比。
2、不当推断（绝对化）：材料论述，追求无穷的选择就是不知足，不知足者就不会感到快乐，那就只会感到痛苦，这是欠妥当的。姑且不论追求无穷的选择不必然是因为不知足，即便如此，不知足者追求更多选择的过程可能就已经很快乐。同时不感到快乐，也可能是平静而不一定是痛苦。
3、虚假论据：材料论述，选择越多，我们在考察分析选项时势必付出更多的努力，也就势必带来更多的烦恼和痛苦。这是欠妥当的。材料不当的假设了考察分析选项的努力一定是痛苦，然而选择越多说明我们的选择空间越大、主动权越多，那么成功的机会也会越高，故这个考察分析的过程更可能是“快乐的包袱”而不是“烦恼和痛苦”。
4、不当推断：材料论述，选择越多，选择时产生失误的概率就越高，失误产生的后悔就越多，因而产生的痛苦也就越多。这欠妥当。姑且不论仔细权衡越多选择更可能降低失误的概率，况且，面对失误概率低的失误，人们更容易后悔。同时，面对失误人们也可能选择总结失败教训以图未来成功，也不必然造成后悔。
故“选择越多，产生的痛苦也就越多”不足信。
5、自相矛盾：材料一方面说，“选择越多，选择时产生失误的概率就越高”，那么材料肯定了选择会造成失误，即肯定失误是一定存在的。材料另一方面， “退一步说，即使其选择没有绝对的对错之分”，即肯定了选择可能不会有错误。上述二者构成冲突，其论述有“自相矛盾”之嫌。
6、不当推断：材料论述，很多股民懊悔自己没有选好股票而未赚到更多的钱，从而痛苦不已，无疑是因为可选购的股票太多造成的。这欠妥当。材料认为，很多股民懊悔的原因一定是因为可选购的股票太多，但也可能存在购入、卖出股票的时机不对等原因。
这篇文章中有很多不当推断之处，只要言之有理即可。
57.论说文
材料意思是分为两个层次，第一层强调知识的真理性只有经过检验才能得到证明，就是在说真理是需要被证明的；第二层意思，要找到验证真理的途径，其中，论辩是重要途径，特别说明不同观点的冲突会容易暴露错误而发现真理。
如果立意只关注第一个方面，会发现审题不够全面，因此精准立意应为论辩出真知。 精准立意：
1、论辩出真知
2、论辩是检验真理的重要途经 其他参考立意：
1、实践出真知/实践检验真理 2、求异可求理 参考框架：
3W、正反驳、并列式
2019年全国研究生入学统一考试英语（二）
Section I Use of English
Directions:
Reading the following text．Choose the best word(s) for each numbered black and mark A, B, C or D on Answer Sheet． (10 points)
Weighing yourself regularly is a wonderful way to stay aware of any significant weight fluctuations. 1 , when done too often, this habit can sometimes hurt more than it 2 .
As for me, weighing myself every day caused me to shift my focus from being generally healthy and physically active to focusing 3 on the scale. That was bad to my overall fitness goals. I had gained weight in the form of muscle mass, but thinking only of 4 the number on the scale, I altered my training program. That conflicted with how I needed to train to 5 my goals. I also found weighing myself daily did not provide an accurate 6 of the hard work and progress I was making in the gym. It takes about three weeks to a month to notice significant changes in weight 7 altering your training program. The most 8 changes will be observed in skill level, strength and inches lost.
For these 9 , I stopped weighing myself every day and switched to a bimonthly weighing schedule 10 . Since weight loss is not my goal, it is less important for me to 11 my weight each week.
Weighing every other week allows me to observe and 12 any significant weight changes. That tells me whether I need to 13 my training program.
I also use my bimonthly weigh-in 14 to get information about my nutrition as well. If my training intensity remains the same, but I’m constantly 15 and dropping weight, this is a 16 that I need to increase my daily caloric intake.
The 17 to stop weighing myself every day has done wonders for my overall health, fitness and well-being. I am experiencing increased zeal for working out since I no longer carry the burden of a 18 morning weigh-in. I’ve also experienced greater success in achieving my specific fitness goals, 19 I’m training according to those goals, instead of numbers on a scale.
Rather than 20 over the scale, turn your focus to how you look, feel, how your clothes fit and your overall energy level.
1 2 3 4 5 6 7 8 9
A therefore A cares A solely A lowering A set A depiction A regardless of A rigid A judgments
B B B B B B B B B B B B B B B B B B B B
otherwise warns occasionally explaining review distribution aside from precise reasons again overlook hold onto adjust rules hungry belief decision restricting unless puzzling
C C C C C C C C C C C C C C C C C C C C
however reduces formally accepting reach prediction along with immediate methods indeed conceal account for confirm tests sick sign wish consuming until triumphing
D D D D D D D D D D D D D D D D D D D D
besides helps initially recording modify definition due to orderly claims instead report depend on prepare results bored principle request disappointing if
obsessing
10 A though 11 A track 12 A approval of 13 A share 14 A features 15 A anxious 16 A secret 17 A necessity 18 A surprising 19 A because 20 A dominating
Section Ⅱ Reading Comprehension
Part A
Directions:
Read the following four texts． Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET．(40 points)
Text 1
Unlike so-called basic emotions such as sadness, fear, and anger, guilt merges a little later, in conjunction with a child's growing grasp of social and moral norms. Children aren't born knowing how to say “I'm sorry”; rather, they learn over time that such statements appease parents and friends ---- and their own consciences. This is why researchers generally regard so-called moral guilt, in the right amount, to be a good thing.
In the popular imagination, of course, guilt still gets a bad rap. It is deeply uncomfortable - it's the
emotional equivalent of wearing a jacket weighted with stones. Yet this understanding is outdated. There has been a kind of revival or are thinking about what guilt is and what role guilt can serve,\psychology researcher at the University of Virginia, adding that this revival is part of a larger recognition that emotions aren't binary---feelings that may be advantageous in one context may be harmful in another. Jealousy and anger, for example, may have evolved to alert us to important inequalities. Too much happiness can be destructive.
And guilt, by prompting us to think more deeply about our goodness, can encourage humans to make up for errors and fix relationships. Guilt, in other words, can help hold a cooperative species together. It is a kind of social glue.
Viewed in this light, guilt is an opportunity. Work by Tina Malti, a psychology professor at the University of Toronto, suggests that guilt may compensate for an emotional deficiency. In a number of studies, Malti and others have shown that guilt and sympathy may represent different pathways to cooperation and sharing. Some kids who are low in sympathy may make up for that shortfall by experiencing more guilt, which can rein in their nastier impulses. And vice versa: High sympathy can substitute for low guilt.
In a 2014 study, for example, Malti looked at 244 children. Using caregiver assessments and the children's self-observations, she rated each child's overall sympathy level and his or her tendency to feel negative emotions after moral transgressions. Then the kids were handed chocolate coins, and given a chance to share them with an anonymous child. For the low-sympathy kids, how much they shared appeared to turn on how inclined they were to feel guilty. The guilt-prone ones shared more, even though they hadn’t magically become more sympathetic to the other child's deprivation.
“That's good news,” Malti says. “We can be prosocial because we caused harm and we feel regret.\ 21. Researchers think that guilt can be a good thing because it may help___ .
A. regulate a child's basic emotions B. improve a child's intellectual ability C. foster a child's moral development D. intensify a child's positive feelings
22. According to Paragraph 2, many people still consider guilt to be___.
A.deceptive B. burdensome C. addictive D.inexcusable
2019年管理类专业学位联考综合能力试卷
