2012考研英语二真题
Section1 Use of English Directions:
Millions of Americans andforeigners see GI.Joe as a mindless war toy ,the symbol of American military adventurism, but that’s not how it used to be .To the men and women who 1 )in World War II and the people they liberated ,the GI.was the 2) man grown into hero ,the pool farm kid torn away from his home ,the guy who 3) all the burdens of battle ,who slept in cold foxholes,who went without the 4)of food and shelter ,who stuck it out and drove back the Nazi reign of murder.this was not a volunteer soldier ,not someone well paid ,5) an averageguy ,up 6 )the best trained ,best equipped ,fiercest ,most brutalenemies seen in centuries.
His name is not much.GI. isjust a military abbreviation 7) Government Issue ,and it was on all of the article 8) to soldiers .AndJoe? A common name for a guy who never 9) it to the top .Joe Blow ,Joe Magrac ?a workingclass name.The United States has 10)had a president or vicepresident or secretary of state Joe.
GI .joe had a (11)career fighting German ,Japanese ,and Korean troops . He appers as acharacter ,or a (12 ) of american personalities, in the 1945 movie The Story ofGI. Joe, based on the last days of war correspondent Ernie Pyle. Some of thesoldiers Pyle(13)portrayde themselves in the film. Pyle was famous for coveringthe (14)side of the warl, writing about the dirt-snow –and-mud soldiers, nothow many miles were(15)or what towns were captured or liberated, Hisreports(16)the “willie” cartoons of famed Stars and Stripes artist BillMaulden. Both men(17)the dirt and exhaustion of war, the (18)of civilizationthat the soldiers shared with each other and the civilians: coffee, tobacco,whiskey, shelter, sleep. (19)Egypt, France, and a dozen more countries, G.I.Joe was any American soldier,(20)the most important person in their lives.
1.[A]performed [B]served [C]rebelled [D]betrayed 2.[A]actual [B]common [C]special [D]normal 3.[A]bore [B]cased [C]removed [D]loaded
4.[A]necessities [B]facilitice [C]commodities [D]propertoes 5.[A]and [B]nor [C]but [D]hence 6.[A]for [B]into [C] form [D]against
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7.[A]meaning [B]implying [C]symbolizing [D]claiming 8.[A]handedout [B]turn over [C]brought back [D]passed down 9.[A]pushed [B]got [C]made [D]managed 10.[A]ever [B]never [C]either [D]neither
11.[A]disguised [B]disturbed [C]disputed [D]distinguished 12.[A]company [B]collection [C]community [D]colony 13.[A]employed [B]appointed [C]interviewed [D]questioned
14.[A]ethical [B]military [C]political [D]human15.[A]ruined [B]commuted [C]patrolled [D]gained
16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted 17.[A]neglected [B]avoided [C]emphasized [D]admired 18.[A]stages [B]illusions [C]fragments [D]advancea 19.[A]With [B]To [C]Among [D]Beyond
20.[A]onthe contrary [B] by this means [C]from the outset [D]at that point Section II Resdiong Comprehension Part A Directions:
Read the following four texts. answer thequestion after each text by choosing A,B,C or D. Mark your answers on ANSWERSHEET 1.(40 points) Text 1
Homework 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 educational 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 student’s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot do without expensive equipment. But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it
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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 pat of schooling: teachers areallowed to assign as much of it as they want. But with homework counting for nomore than 10% of their grades, students can easily skip half their homework andsee vey little difference on their report cards. Some students might do well onstate tests without completing their homework, but what about the students whoperformed well on the tests and did their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what worksbest 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 abouthomework. If the district finds 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 does nothing toensure that the homework students are not assigning more than they are willingto review and correct.
The homework rules should be put on hold while the school board, which is responsiblefor setting educational policy, looks into the matter and conducts publichearings. It is not too late for L.A. Unified to do homework right. 21.It is implied in paragraph 1 that nowadays homework_____. [A]is receiving more criticism [B]is no longer an educational ritual [C]is not required for advanced courses [D]is gaining more preferences
22.L.A.Unified has made the rule about homework mainly because poor students_____.
[A]tend to have moderate expectations for their education [B]have asked for a different educational standard [C]may have problems finishing their homework [D]have voiced their complaints about homework
23.According to Paragraph 3,one problem with the policy is that it may____. [A]discourage students from doing homework
[B]resultin students' indifference to their report cards
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[C]undermine the authority of state tests [D]restrict teachers' power in education
24.As mentioned in Paragraph 4, a key question unanswered about homework is whether______.
[A] it should be eliminated [B]it counts much in schooling [C]it places extra burdens on teachers [D]it is important for grades
25.A suitable title for this text could be______. [A]Wrong Interpretation of an Educational Policy [B]A Welcomed Policy for Poor Students [C]Thorny Questions about Homework [D]A Faulty Approach to Homework Text2
Prettyin pink: adult women do not rememer being so obsessed with the colour, yet itis pervasive in our young girls’ lives. Tt is not that pink is intrinsicallybad, but it is such a tiny slice of the rainbow and, though it may celebrategirlhood in one way, it also repeatedly and firmly fuses girls’ identity toappearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, Idespaired at the singular lack of imagination about girls’ lives and interests.
Girls’attraction to pink may seem unavoidable, somehow encoded in their DNA, butaccording to Jo Paoletti, an associate professor of American Studies, it isnot. Children were not colour-coded at all until the early 20th century: in theera before domestic washing machines all babies wore white as a practicalmatter, since the only way of getting clothes clean was to boil them. What’smore, both boys and girls wore what were thought of as gender-neutraldresses.When nursery colours were introduced, pink was actually considered themore masculine colour, a pastel version of red, which was associated withstrength. Blue, with its intimations of the Virgin Mary, constancy andfaithfulness, symbolised femininity. It was not until the mid-1980s, whenamplifying age and sex differences became a dominant children’s marketingstrategy, that pink fully came into its own, when it began to seem inherentlyattractive to girls, part of what defined them as female, at least for thefirst few critical years.
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I hadnot realised how profoundly marketing trends dictated our perception of what isnatural to kins, including our core beliefs about their
psychologicaldevelopment. Take the toddler. I assumed that phase was something expertsdeveloped after years of research into children’s behaviour: wrong. Turns out,acdording to Daniel Cook, a historian of childhood consumerism, it waspopularised as a marketing trick by clothing manufacrurers in the 1930s. Tradepublications counselled department stores that, in order to increase sales,they should create a “third stepping stone” between infant wear and older kids’clothes. Tt was only after “toddler”became a common shoppers’ term that itevolved into a broadly accepted developmental stage. Splitting kids,
oradults,into ever-tinier categories has proved a sure-fire way to boost profits.And one of the easiest ways to segment a market is to magnify genderdifferences – or invent them where they did not previously exist.
26.Bysaying \is...the rainbow\3, Para.1),the author meanspink______. [A]should not be the sole representation of girlhood [B]should not be associated with girls' innocence [C]cannot explain girls' lack of imagination [D]cannot influence girls' lives and interests
27.According to Paragraph 2, which of the following is true of colours？ [A]Colours are encoded in girls' DNA.
[B]Blue used to be regarded as the colour for girls. [C]Pink used to be a neutral colour in symbolising genders. [D]White is prefered by babies.
28.The author suggests that our perception of children's psychological development wasmuch influenced by_____. [A]the marketing of products for children [B]the observation of children's nature [C]researches into children's behavior [D]studies of childhood consumption
29.Wemay learn from Paragraph 4 that department stores were advised to_____. [A]focuson infant wear and older kids' clothes
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2012考研英语二真题
