2017年全国硕士研究生招生考试英语(二)试题

2017 年 · 英语(二) · 科目代码 204 · 本卷 906 个词典收录的不重复词 · 打开真题工具

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本卷高频词汇表(前 200)

单词音标释义本卷出现
yearjiәn 年, 年度, 年龄;经 年度19
gap考研四级六级gæpn 缝隙, 缺口, 间断, 间距, 通用汇编程序;vt 打开缺口, 造成缝隙14
sayssezv 说(第三人称单数)13
parentsn 父母;双亲(parent的复数)13
useju:sn 使用, 习惯, 使用价值, 用法, 使用权;vt 使用, 利用, 运用, 耗费11
children'tʃildrәnpl 孩子, 孩子们11
college'kɒlidʒn 学院, 大学, 学会11
workwә:kn 工作, 劳动, 职业, 行为, 功, 作品, 成果, 产品, 工程;vi 工作, 劳动, 做, 运转, 起作用, 被加工10
studentsn (尤指大专院校的)学生(student的复数)10
timetaimn 时间, 时侯, 时机, 时期, 期限, 次数, 节拍, 暂停, 规定时间;vt 测定...的时间, 记录...的时间, 计时, 定时9
pointsn 转轨器, 道岔;计 磅8
sportspɒ:tn 运动, 游戏, 娱乐, 消遣, 玩笑;a 运动的, 户外穿戴的8
schoolsku:ln 学校, 鱼群, 门派, 学派;vt 教育, 训练, 培养8
fire'faiәn 火, 炉火, 电炉, 火灾, 闪光体, 炮火, 热情;vt 点燃, 烧制, 使发光, 激动, 放枪, 解雇8
answer'ɑ:nsәn 答案, 回答, 回报, 答辩;vt 回答, 反驳, 适应, 响应, 符合7
people'pi:pln 人, 人民, 民族, 平民;vt 使住满人, 居住于7
future'fju:tʃәn 未来, 将来;a 将来的, 未来的7
todaytә'dein 今天, 当今, 现在;adv 今天, 当今7
different'difәrәnta 不同的;机 差动, 微分的, 差速器7
human考研四级'hju:mәnn 人, 人类;a 人类的, 似人类的, 人性的, 有同情心的7
onewʌnn 一(个);pron 一, 任何人7
taking'teikiŋn 取得, 捕获, 进款;a 迷人的, 可爱的, 会传染的7
sportsspɔ:tsn (英)运动会, 运动的, 适用于运动的, 运动会的, 与运动会有关的7
radeskyn 人名:拉德斯基(姓氏)7
childtʃaildn 孩子, 产物, 追随者;医 儿童7
sheet考研四级六级ʃi:tn 床单, 张, 纸张, 印刷品, 裹尸布, 薄片;vt 盖上被单, 遍布6
worldwә:ldn 世界, 地球, 宇宙, 万物, 世人, 人间, 领域, 世事, 世故, 社会生活, 大量;法 世界, 地球, 世人6
becausebi'kɒ:zconj 因为6
often'ɒ:fnadv 时常, 常常6
makemeikvt 制造, 安排, 创造, 构成, 使得, 产生, 造成, 整理, 布置, 引起, 到达, 进行;vi 开始, 前进, 增大, 被制造, 被处理6
yearsn 年代;岁月;年;年龄6
needni:dn 需要, 必须, 缺乏;vt 需要, 必需6
fundsn 基金;资金, 现金(fund的复数)6
moritzn 人名:莫里茨(姓氏)6
writeraitvt 书写, 著述, 写, 写满, 写信给;vi 写, 写字, 写信, 写作, 作曲6
texttekstn 文本, 正文, 课文, 主题, 圣经文句, 乐谱;计 电文; 文本; 正文5
jobsdʒɔbsn 工作(job的复数形式)5
least考研四级六级li:stn 最少, 最小, 最小限度;a 最少的, 最小的5
course考研四级六级kɒ:sn 课程, 路线, 过程, 一道菜, 道路;v 追, (使)跑5
parkrunn 品牌名:Parkrun(公园跑,每周免费 5 公里跑步活动)5
money'mʌnin 金钱, 一笔款, 财富, 货币, 金额;经 货币, 金钱, 财产5
attention考研四级ә'tenʃәnn 注意, 注意力;计 引起注意信号5
public考研四级六级'pʌblikn 公众, 民众;a 公众的, 公共的, 公立的, 公用的5
tronickn 人名:特罗尼克(姓氏)5
kidsn 小山羊;儿童(kid的复数)5
academic考研四级六级.ækә'demika 学院的, 学术的, 不切实际的;n 大学生, 大学教师, 学者, 学会会员5
fashion考研四级六级'fæʃәnn 流行, 风尚, 时样;vt 形成, 造, 作5
following考研四级六级'fɒlәuiŋn 下列各项, 部下, 追随者;a 下列的, 其次的4
blank考研四级blæŋkn 空格, 空白;a 空白的, 空虚的, 完全的, 无色的4
givegivn 弹性, 适应性;vt 给, 授予, 供给, 产生, 发表, 付出, 献出, 让出4
becomebi'kʌmvi 变成, 变得;vt 适合4
whohu:pron 谁4
many'menin 多数, 多数人;a 许多的4
national考研四级六级'næʃәnәla 国家的, 国立的, 全国性的, 民族的;经 全国性的, 国家的, 国民的4
emotional四级六级i'mәuʃәnәla 情绪的, 情感的;医 情绪的4
feelfi:lvt 感觉, 觉得, 触摸, 以为;vi 有知觉, 摸索, 同情4
insteadin'stedadv 作为替代, 反而4
london'lʌndәnn 伦敦4
olympicәu'limpika 奥林匹亚的, 奥林匹斯山的, 强有力的, 巨大的4
failing'feiliŋn 失败, 缺点;prep 如果没有...4
awayә'weiadv 离去4
doing'du:iŋn 行为, 活动4
nearly'niәliadv 几乎, 密切地4
getgetvt 得到, 获得, 变成, 使得, 收获, 接通, 抓住, 染上;vi 到达, 成为, 变得4
governmentsn 政权;政府;可转让政府证券(government的复数)4
accordingә'kɒ:diŋa 相符的, 根据...而定的;adv 相应地4
whathwɒtpron 什么;interj. 怎么, 多么4
verbal考研六级'vә:bla 用言辞的, 言语的, 口头的, 逐字的, 动词的;医 言语的, 口述的4
whilehwailn 一会儿, (一段)时间;conj 当...的时候, 虽然4
wordsn 言语;话语;字(word的复数)4
going'gәuiŋn 去, 离去, 工作情况, 地面状况, 行为;a 进行中的, 流行的, 成功的, 现存的4
anotherә'nʌðәa 另外的, 再一的, 不同的;pron 又一个, 另一个, 类似的另一个4
rightraitn 权利, 右边, 正义, 右派, 公正;a 正确的, 对的, 恰当的, 正常的, 正直的, 正面的, 右方的4
federal考研四级六级'fedәrәla 联邦的, 联合的, 同盟的;法 联邦的, 联邦制的, 联盟的4
professor考研四级六级prә'fesәn 教授4
view考研四级六级vju:n 视野, 风景, 见解, 视力, 观看, 视图, 指望, 意图, 印象;vt 看, 考虑, 视察, 查看, 估量4
readri:dv 读, 阅读, 理解;a 有学问的3
mark考研四级mɑ:kn 标志, 分数, 马克, 痕迹, 斑点, 靶子, 刻度, 记号, 符号, 戳记, 标准, 起跑线;vt 做标记于, 留意, 打分数, 表明, 标志, 记录3
withoutwi'ðautprep 没有, 不, 在...之外;adv 在外面, 户外3
unemployed.ʌnim'plɒida 失业的, 未被利用的;经 没有被雇用的, 失业的, 没有被利用的3
greatgreita 大的, 非常的, 主要的, 重大的, 崇高的, 伟大的;adv 顺利地, 得意地3
americansn 美国人(American的复数形式)3
basedbeistv 立基于, 以…为基础(base的过去式和过去分词)3
society考研四级六级sә'saiәtin 社会;社交界;交往;社团3
designeddi'zainda 故意的, 有计划的, 特意的3
university考研四级六级.ju:ni'vә:sitin 大学3
freefri:a 自由的, 享受政治权力的, 允许的, 免费的, 丰富的;vt 释放, 解放, 使自由3
comekʌmvi 过来, 来, 到达, 出现, 开始;interj. 喂3
rather考研四级六级'ræðәadv 宁可, 稍微, 相当3
enoughi'nʌfn 充足, 够, 很多;a 充足的, 足够3
behindbi'haindadv 在后地;prep 在...背后3
facefeisn 脸, 面容, 正面, 外观;vt 面对, 朝, 正视, 面临3
answersn 答案, 回答(answer的复数)3
local考研四级六级'lәukәla 地方性的, 当地的, 局部的, 乡土的, 本地的;n 当地居民, 本地新闻, 局部3
eventsn 事件;[体育]项目(event的复数)3
legacy考研六级'legәsin 祖先传下来之物, 遗赠物;经 遗产, 遗赠物3
gamesn (英)体操课, 体育课, [谓语用单数或复数]运动会, 比赛会, 竞技会3
population考研四级六级.pɒpju'leiʃәnn 人口, 人口数;化 群体; 总体3
twotu:num 二, 二个3
success考研四级六级sәk'sesn 成功, 成就, 胜利3
something'sʌmθiŋpron 某事, 某物3
really'riәliadv 实际上, 真实地, 实在3
making'meikiŋn 制造, (手工)制造业, 制作, 形成, 发展, 要素, 内在因素, 赚头, 制造物3
activitiesn (activity复数形式)活动;活动区;活动性3
conditionsn 形势, 情况, 环境3
author考研四级六级'ɒ:θәn 作家, 作家的著作, 创始人;法 作者, 著作人, 本人3
increase考研四级六级in'kri:sn 增加, 增进, 利益;vt 增加, 加大3
focus考研四级六级'fәukәsn 焦点, 焦距;vi 聚焦, 注视3
digital考研四级六级'didʒitәla 数字显示的, 数字的;n 数字仪表, 数字式电子表(或时钟)3
lotlɒtn 运气, 签, 抽签, 份额, 许多, 一堆;vt 划分3
exercise'eksәsaizn 行使, 执行, 运动, 练习, 作业;vt 运用, 练习, 运动3
devicesn 设备;装置;器件(device的复数)3
fewer'fju:әa 较少的3
understand.ʌndә'stændvt 理解, 了解, 领会, 听说, 懂;vi 懂得, 认为3
stillstiln 蒸馏室, 寂静, 剧照;v 蒸馏, (使)平静, (使)静止3
waywein 路, 路线, 路途, 方法, 道路, 情形, 规模, 习惯, 行业, 方面;adv 远远地, 非常3
needsni:dzadv (只与must连用)必须地3
ideology考研六级.aidi'ɒlәdʒin 思想体系, 意识形态, 观念学, 空论;医 观念学, 观念形态3
always'ɒ:lweizadv 总是, 始终3
better'betәa 较好的;adv 比较好3
helphelpn 帮忙, 帮助者, 补救办法, 有益的东西;vt 帮助, 帮忙, 接济, 治疗, 款待3
everyone'evriwʌnpron 每个人, 人人;计 系统中的一个组名3
backbæka 后面的;vt 使后退, 支持3
statesn 美国3
taketeikvt 拿, 取, 抓, 带领, 获得, 就座, 接受, 吃, 吸引, 采取, 乘, 需要, 花费;vi 吃掉对方棋子, 抓住, 起作用, 依法获得财产3
problem'prɒblәmn 问题, 难题;a 成问题的, 难处理的3
wildfires(wildfire 的复数) n. (古时战争时所用的)燃料剂, 磷火, 鬼火, 野火3
concern考研四级六级kәn'sә:nn 关心, 忧虑;vt 与...有关, 使担心, 使挂念3
management考研四级六级'mænidʒmәntn 经营, 支配, 管理;化 管理处3
landscape六级'lændskeipn 风景, 山水, 风景画;vi 从事景观美化3
climate考研四级'klaimitn 气候, 社会趋势, 气候区;医 气候3
keyki:n 钥匙, 键, 解答, 关键, 要害, 基调, 线索, 答案, 暗礁;vt 调音, 锁上, 提供线索3
balchn 人名:巴尔奇3
column考研四级六级'kɒlәmn 专栏, 圆柱, 纵队, 列, 柱形物;计 列, 柱形图3
writing考研四级六级'raitiŋn 书写, 著作, 笔迹, 作品;医 书写3
wordwә:dn 话, 消息, 词, 诺言, 命令;vt 用言辞表达2
bbi:计 基地址, 数据库, 基极, 二进制, 块, 字组, 布尔, 总线, 占线, 字节;医 硼(5号元素)2
csi:计 调用, 访问, 呼叫, 电容, 进位, 通道, 字符, 清除, 常数, 控制, 周期;化 碳的化学符号; 胞苷2
ddi:计 数据, 十进制, 数位, 位, 文档, 域;医 氘, 重氢2
workersn 工人, 人员;角色(worker复数形式)2
imagine考研四级六级i'mædʒinvt 想像, 设想, 猜测;vi 想像起来2
struggle考研四级六级'strʌgln 斗争, 努力, 奋斗;vi 努力, 奋斗, 挣扎2
wastelandn 废弃土地;荒地2
holdsv 保存;把握(hold的第三人称单数)2
liveslaivzn 生活, 生命, 人生, 世事, 生物, 寿命, 一生, 生命力, 灵魂, 无期徒刑;医 生活, 生存, 生命, 寿命2
simply'simpliadv 简单地, 只是, 简直, 简朴地, 坦白地2
having'hæviŋn 财产, 所有物2
found考研四级六级faundvt 建立, 创立, 铸造;find的过去式和过去分词2
percent考研四级六级pә'sentn 百分比, 百分数, 部分;机 百分率2
double'dʌbln 两倍;a 两倍的, 双重的2
rate考研四级六级reitn 比率, 率, 速度, 价格, 费用, 等级;vt 估价, 认为, 鉴定等级, 责骂2
perhaps考研四级六级pә'hæpsadv 也许, 大概2
likelaika 相似的, 同样的;vt 喜欢, 愿意, 想2
concept考研四级六级'kɒnseptn 观念, 概念;医 概念2
leisure考研四级六级'li:ʒәn 空闲, 闲暇, 悠闲;a 空闲的, 有闲的2
danahern 人名:达纳赫(姓氏)2
hardhɑ:da 坚硬的, 硬的, 难的, 艰苦的, 困难的, 坚固的, 猛烈的, 艰难的, 结实的, 确实的;adv 坚硬地, 努力地, 辛苦地, 接近地, 猛烈地, 牢固地2
whichhwitʃpron 哪一个, 那一个2
himselfhim'selfpron 他自己, 他亲自2
mattersn 事项;事态;事件;情事(matter的复数)2
meaning'mi:niŋn 意义, 含义, 目的, 意图;a 意味深长的2
indeed考研四级六级in'di:dadv 的确, 实在, 真正地, 甚至2
amongә'mʌŋprep 在...之中2
setsetn 日落, 同伙, 组合, 集合, 装置;vt 放, 安置, 放置, 设定, 使凝结, 点燃, 确定, 点缀, 使就位, 树立, 分配, 调整2
necessarily四级六级'nesisәriliadv 必然地, 必须地, 必要地2
demandsdiˈmɑ:ndzv 要求( demand的第三人称单数 ); 需要; 想要知道; 查问2
interpersonal.intә'pә:sәnәla 人与人之间的, 人际(关系)的;法 人与人之间的, 需要与他人接触的2
fourfɒ:num 四, 四个;机 四冲程循环2
choosingv 选择;决定(choose的ing形式)2
ukju: 'kein 联合王国2
range考研四级六级'reindʒn 排, 行, 山脉, 范围, 行列, 射程;vt 排列, 归类于, 使并列, 放牧2
timestaimzn 时代, 境遇, 时报2
agoә'gәuadv 以前2
planningn 计划的制订, 策划, 设计, 规划;计 计划, 规划2
produce考研四级六级prә'dju:sn 生产品, 物产, 后代;vt 产生, 生产, 提出, 出示2
adultsn 成年人(adult的复数形式)2
rise考研四级六级raizn 上升, 增加, 上涨, 高地, 升高, 出现;vi 升起, 起身, 起立, 上升, 上涨, 增长, 高耸, 起义, 浮现2
growing'grәuiŋa 成长的2
worse考研四级六级wә:sn 更坏的事, 更恶劣的事, 败局;a 更坏的, 更恶劣的2
falling'fɒ:liŋa 落下的, 坠落的, 下降的;化 消胀2
hoursn 小时(hour的复数形式)2
official考研四级六级ә'fiʃәln 官员, 公务员, 职员;a 公务的, 官方的, 正式的2
continue考研四级六级kәn'tinju:vi 继续, 延续, 延长;vt 使继续, 使延长2
faileda 已失败的;计 失败的2
race考研四级六级reisn 种族, 人种, 赛跑, 比赛, 急流, 人类, 同道, 姜根;vi 赛跑, 竞赛, 疾走2
muchmʌtʃn 大量, 许多, 重要的事;a 很多的, 重要的2
line考研四级六级lainn 列, 线, 绳, 电线, 线路, 路线, 航线, 作业线, 界线, 战线, 外形, 排, 家系;vt 排成一行, 顺...排列, 划线于, 加衬里, 使有线条, 使起皱纹2
stress考研四级六级stresn 压力, 紧迫, 强调, 重音, 重点, 应力;vt 加压力于, 着重, 重读2
getting'^etiŋn 采煤, 采掘;获得2
involvedin'vɔlvda 难懂的, 复杂的, 不易懂的, 卷入...之中的, 累及..., 与...有关, 被纠缠的;计 包含, 涉及2
grassrootsadj 从下而上的;基层的2
community考研四级六级kә'mju:nitin 社区, 公众, 共有, 共同体;经 公众, 共有, 社会2
associationsn 关联分析, 协会组织;协会, 关联(association复数)2
role考研四级六级rәuln 角色, 职责, 任务;医 作用, 功用2
common考研四级六级'kɒmәna 通常的, 共同的, 通俗的, 公共的;计 公用块2
schoolsn 学校(school的复数形式)2
education考研四级.edju'keiʃәnn 教育, 训练, 教育学;医 教育, 训练2
believesv 信仰;相信;认为(believe的三单形式)2
promote考研四级六级prәu'mәutvt 促进, 晋升, 创办, 推销;经 促进, 推广, 推销2
mass考研四级六级mæsn 块, 大多数, 质量, 大量, 群众, 弥撒;a 群众的, 大规模的, 整个的2

真题全文(附逐句翻译)

Section I Use of English

Read the following text.

请阅读以下文字。

Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET.

为每个编号的空白选择最佳词语,并在答题卡上标记A、B、C或D。

(10 points)

(10分)

People have speculated for centuries about a future without work.

人们已经推测了几个世纪关于没有工作的未来。

Today is no different, with academics, writers, and activists once again 1 that technology is replacing human workers.

今天也不例外,学术界人士、作家和活动家再次1技术正在取代人类工人。

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.

一些人认为,即将到来的无工世界将由2:少数富人将拥有全部资本,而大众将在贫困荒原中挣扎。

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.

一种不同的且不互相排斥的 3认为,未来将是一种不同类型的荒原,一种由无目的感所 4的荒原:没有工作来赋予他们生活以 5,人们将变得懒惰和沮丧。

6, today’s unemployed don’t seem to be having a great time.

6,如今的失业者似乎并不好受。

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.

一项盖洛普民意调查发现,失业至少一年的美国人中有20%表示有抑郁症状,是7%美国人的两倍。

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.

也许这就是为什么许多人10无业未来的痛苦乏味。

But it doesn’t 11 follow from findings like these that a world without work would be filled with unease.

但这些发现并不能 11 说明一个没有工作的世界会充满不安。

Such visions are based on the 12 of being unemployed in a society built on the concept of employment.

这些愿景基于在一个以就业概念为基础的社会中失业的第 12 个问题。

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.

在 13的领域中,一个以其他目标设计的社会可能为劳动和休闲的未来创造 14截然不同的状况。

Today, the 15 of work may be a bit overblown.

如今,工作的第 15 个方面可能有些夸张。

“Many jobs are boring, degrading, unhealthy, and a waste of human potential,” says John Danaher, a lecturer at the National University of Ireland in Galway.

许多工作令人厌倦、有辱人格、不健康,而且浪费人类潜力,爱尔兰高威国立大学的讲师 John Danaher 说道。

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.

如今,因为大多数工人的闲暇时间相对 16 ,人们利用空闲时间来抵消其工作中产生的智力和情感上的 17 。

“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 different enough to throw himself 19 a hobby or a passion project with the intensity usually reserved for 20 matters.

当我从辛苦的工作回家时,我常常感到18,”丹纳赫说,补充道,“在一个我不必工作的世界里,我可能会感觉截然不同”——也许不同到足以全身心投入到19爱好或热情项目中,那种通常留给20事务的专注程度。

题号选项
1A. boasting B. denying C. warning D. ensuring
2A. inequality B. instability C. unreliability D. uncertainty
3A. policy B. guideline C. resolution D. prediction
4A. characterized B. divided C. balanced D. measured
5A. wisdom B. meaning C. glory D. freedom
6A. Instead B. Indeed C. Thus D. Nevertheless
7A. rich B. urban C. working D. educated
8A. explanation B. requirement C. compensation D. substitute
9A. under B. beyond C. alongside D. among
10A. leave behind B. make up C. worry about D. set aside
11A. statistically B. occasionally C. necessarily D. economically
12A. chances B. downsides C. benefits D. principles
13A. absence B. height C. face D. course
14A. disturb B. restore C. exclude D. yield
15A. model B. practice C. virtue D. hardship
16A. tricky B. lengthy C. mysterious D. scarce
17A. demands B. standards C. qualities D. threats
18A. ignored B. tired C. confused D. starved
19A. off B. against C. behind D. into
20A. technological B. professional C. educational D. interpersonal

Section II Reading Comprehension

Part A

Read the following four texts.

阅读以下四篇文字。

Answer the questions after each text by choosing A, B, C or D.

根据每段文字后的问题,选择A、B、C或D作答。

Mark your answers on the ANSWER SHEET.

在答题卡上标记你的答案。

(40 points)

(40分)

Text 1

Every Saturday morning, at 9 am, more than 50,000 runners set off to run 5km around their local park.

每个星期六上午9点,超过5万名跑者都会出发,在他们当地的公园周围跑5公里。

The Parkrun phenomenon began with a dozen friends and has inspired 400 events in the UK and more abroad.

Parkrun现象始于一群朋友,并已激励了英国400场活动,海外也有更多类似的活动。

Events are free, staffed by thousands of volunteers.

这些活动是免费的,由数千名志愿者负责组织。

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.

跑者年龄从四岁到祖父母辈不等;他们的用时从安德鲁·巴德利的世界纪录13分48秒到一个小时不等。

Parkrun is succeeding where London’s Olympic “legacy” is failing.

Parkrun正在成功之处,正是伦敦奥运会‘遗产’失败的地方。

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

十年前的周一,宣布第30届奥运会将在伦敦举行。

Planning documents pledged that the great legacy of the Games would be to lever a nation of sport lovers away from their couches.

规划文件承诺,奥运会留下的伟大遗产是激发全国体育爱好者远离沙发,积极参与运动。

The population would be fitter, healthier and produce more winners.

人们将变得更健康、更健壮,并产生更多的冠军。

It has not happened.

这并没有发生。

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.

在2012年之前,每周进行体育运动的成年人数量确实有所上升,增加了近200万人——但总体人口增长得更快。

Worse, the numbers are now falling at an accelerating rate.

更糟糕的是,这一数字现在正以越来越快的速度下降。

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

反对派声称,每周进行至少两小时体育运动的小学生人数几乎减少了一半。

Obesity has risen among adults and children.

成年人和儿童的肥胖率都上升了。

Official retrospections continue as to why London 2012 failed to “inspire a generation.

官方仍在继续回顾伦敦2012为何未能激励一代人。

The success of Parkrun offers answers.

Parkrun的成功提供了答案。

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

Parkrun不是一个比赛,而是一个计时赛:你唯一的对手就是时钟。

The ethos welcomes anybody.

这种理念欢迎任何人。

There is as much joy over a puffed-out first-timer being clapped over the line as there is about top talent shining.

对于首次参赛者气喘吁吁地冲过终点线而受到掌声欢呼,与顶尖人才大放异彩所带来的喜悦一样多。

The Olympic bidders, by contrast, wanted to get more people doing sport and to produce more elite athletes.

相比之下,申办奥运会的各方则希望让更多人参与体育运动,并培养出更多优秀的运动员。

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

这一双重目标被混淆了:过分强调成功而非参与,让新手感到望而生畏。

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.

事实上,政府介入社区体育协会这样本质上属于‘基层’的概念的规划,多少有些荒谬。

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.

如果政府有其角色,那它真正应该做的是提供公共产品——确保有场地用于运动,有资金铺设网球和篮网球场,并鼓励在学校中开展所有这些活动。

But successive governments have presided over selling green spaces, squeezing money from local authorities and declining attention on sport in education.

然而,历届政府却一直在任期内推动出售绿地、从地方政府榨取资金,并且在教育中对体育的关注度不断下降。

Instead of wordy, worthy strategies, future governments need to do more to provide the conditions for sport to thrive.

未来的政府不应再制定冗长而空洞的战略,而应更多地为体育的发展创造有利条件。

Or at least not make them worse.

至少,不要让情况变得更糟。

21.

According to Paragraph 1, Parkrun has

A

gained great popularity

变得非常流行

B

created many jobs

创造了大量工作机会

C

strengthened community ties

加强的社区纽带

D

become an official festival

成为官方节日

22.

The author believes that London’s Olympic “legacy” has failed to

A

boost population growth

促进人口增长

B

promote sport participation

促进体育参与

C

improve the city’s image

提升城市形象

D

increase sport hours in schools

增加学校的体育课时

23.

Parkrun is different from Olympic games in that it

A

aims at discovering talents

旨在发现人才

B

focuses on mass competition

专注于大规模竞争

C

does not emphasize elitism

不强调精英主义

D

does not attract first-timers

不吸引初次尝试者

24.

With regard to mass sports, the author holds that governments should

A

organize “grassroots” sports events

组织基层体育活动

B

supervise local sports associations

监督地方体育协会

C

increase funds for sports clubs

增加体育俱乐部的资金

D

invest in public sports facilities

投资公共体育设施

25.

The author’s attitude to what UK governments have done for sports is

A

tolerant

宽容的

B

critical

关键的

C

uncertain

不确定的

D

sympathetic

有同理心的

Text 2

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

在如此关注儿童使用屏幕的情况下,父母很容易忘记自己也在使用屏幕。

“Tech is designed to really suck you in,” says Jenny Radesky in her study of digital play, “and digital products are there to promote maximal engagement.

在她关于数字游戏的研究中,Jenny Radesky说:"科技的设计就是要真正吸引你,数字产品旨在促进最大程度的参与。"

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

这使得人们难以脱离科技产品,导致大量时间渗透到家庭日常生活中。

Radesky has studied the use of mobile phones and tablets at mealtimes by giving mother-child pairs a food-testing exercise.

Radesky通过给母子配对进行食物测试练习,研究了用餐时间使用手机和平板电脑的情况。

She found that mothers who used devices during the exercise started 20 per cent fewer verbal and 39 per cent fewer nonverbal interactions with their children.

她发现,在练习过程中使用设备的母亲与孩子进行的口头交流减少了20%,非语言交流减少了39%。

During a separate observation, she saw that phones became a source of tension in the family.

在另一次观察中,她看到手机成为了家庭中紧张的来源。

Parents would be looking at their emails while the children would be making excited bids for their attention.

父母在查看电子邮件时,孩子们则兴奋地试图吸引他们的注意。

Infants are wired to look at parents’ faces to 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.

婴儿天生就会注视父母的脸,以试图理解他们的世界,而如果这些脸是空白且无反应的——就像他们专注于设备时常常那样——对孩子来说会非常令人困惑。

Radesky cites the “still face experiment” devised by developmental psychologist Ed Tronick in the 1970s.

拉德斯基引用了发展心理学家埃德·特罗尼克在20世纪70年代设计的“静止面孔实验”。

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.

在这个实验中,母亲首先被要求以正常的方式与孩子互动,然后戴上一副空白的表情,不再给予任何视觉上的社交反馈:孩子会越来越焦虑,因为她试图吸引母亲的注意。

“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.

拉德斯基说:‘父母并不需要时时刻刻都极度专注,但需要保持一种平衡,同时要对孩子表达情绪需求时的言语或非言语信号做出回应和敏感的反应。’

On the other hand, Tronick himself is concerned that the worries about kids’ 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.

另一方面,特伦尼克本人担忧,对孩子使用屏幕的忧虑源于一种“要求父母必须始终与孩子互动”的压迫性意识形态:“这种意识形态某种程度上理想化,非常白人至上,非常中上层阶级,认为如果你没有让孩子接触30,000个单词,就是在忽视他们。”

Tronick believes that just because a child isn’t learning from the screen doesn’t mean there’s no value to it – particularly if it gives parents time to have a shower, do housework or simply have a break from their child.

Tronick认为,仅仅因为孩子没有从屏幕中学习,并不意味着它没有价值——尤其是当它给父母时间洗澡、做家务或只是暂时离开孩子。

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.

他说,父母可以通过使用自己的设备与朋友交谈或处理一些工作,获得很多好处。

This can make them feel happier, which lets them be more available to their child the rest of the time.

这会让他们感觉更快乐,从而在其余时间里更愿意陪伴孩子。

26.

According to Jenny Radesky, digital products are designed to

A

simplify routine matters

简化日常事务

B

absorb user attention

吸引用户注意力

C

better interpersonal relations

更好的人际关系

D

increase work efficiency

提高工作效率

27.

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

A

takes away babies’ appetite

夺去婴儿的食欲

B

distracts children’s attention

分散儿童的注意力

C

slows down babies’ verbal development

减缓婴儿的语言发展

D

reduces mother-child communication

减少母子沟通

28.

Radesky cites the “still face experiment” to show that

A

it is easy for children to get used to blank expressions

孩子们很容易习惯空白的表情

B

verbal expressions are unnecessary for emotional exchange

言语表达对于情感交流是不必要的

C

children are insensitive to changes in their parents’ mood

儿童对父母情绪的变化不敏感

D

parents need to respond to children’s emotional needs

父母需要回应儿童的情感需求

29.

The oppressive ideology mentioned by Tronick requires parents to

A

protect kids from exposure to wild fantasies

保护孩子免受不切实际幻想的影响

B

teach their kids at least 30,000 words a year

每年教他们的孩子至少 30,000个单词

C

ensure constant interaction with their children

确保与他们的孩子持续互动

D

remain concerned about kids’ use of screens

继续关注儿童使用屏幕的问题

30.

According to Tronick, kids’ use of screens may

A

give their parents some free time

让他们的父母有空闲时间

B

make their parents more creative

让他们父母更有创造力

C

help them with their homework

帮助他们完成家庭作业

D

help them become more attentive

帮助他们提高注意力

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.

如今,广泛的社会压力要求学生必须立刻上大学,再加上快节奏世界中日益提高的期望,常常使学生完全忽视了休学一年的可能性。

After all, if everyone you know is going to college in the fall, it seems silly to stay back a year, doesn’t it?

毕竟,如果你认识的人都要在秋季上大学,那么待一年再入学似乎很傻,不是吗?

And after going to school for 12 years, it doesn’t feel natural to spend a year doing something that isn’t academic.

在经历了12年的学校教育之后,花一年时间去做一些非学术的事情感觉不太自然。

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

但尽管这可能是真的,却不足以成为谴责间隔年的原因。

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 a lucrative career.

在社会不断推动的‘冲刺终点线’竞赛中,人们始终存在着落后于他人的恐惧,无论这个终点是研究生院、医学院还是高薪职业。

But despite common misconceptions, a gap year does not hinder the success of academic pursuits – in fact, it probably enhances it.

但尽管存在一些常见的误解,间隔年并不会阻碍学术追求的成功——事实上,它可能还会增强这种成功。

Studies from the United States and Australia show that students who take a gap year are generally better prepared for and perform better in college than those who do not.

来自美国和澳大利亚的研究表明,休学一年的学生通常比没有休学的学生在大学里准备得更充分,表现也更好。

Rather than pulling students back, a gap year pushes them ahead by preparing them for independence, new responsibilities and environmental changes

间隔年并不是让学生退步,而是通过让他们为独立、新的责任和环境变化做好准备,从而推动他们前进。

– all things that first-year students often struggle with the most.

– 一年级学生最初常常最难以应对的各种问题。

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.

间隔年经历有助于减轻适应大学和进入全新环境时的冲击,使人更容易专注于学业和活动,而不是适应过程中的失误。

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.

如果你还没有认识到休学一年去探索兴趣的内在价值,那么请考虑它对未来学术选择的经济影响。

According to the National Center for Education Statistics, nearly 80 percent of college students end up changing their majors at least once.

根据美国国家教育统计中心的数据,近80%的大学生至少换过一次专业。

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.

这并不令人意外,考虑到基础必修的高中课程让学生对大学中等待他们的广阔学术可能性缺乏了解。

Many students find themselves listing one major on their college applications, but switching to another after taking college classes.

许多学生在大学申请时列出一个专业,但在上过大学课程后又转到另一个专业。

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.

这并不一定是坏事,但根据学校的不同,如果在太晚的时候才换专业,补足学分可能会产生高昂的费用。

At Boston College, for example, you would have to complete an extra year were you to switch to the nursing school from another department.

例如,在波士顿学院,如果你从其他院系转到护理学院,就需要多完成一年的学习。

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

最初休学一年来理清思路,可以帮助学生避免压力并节省以后的开支。

31.

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

A

they think it academically misleading

他们认为这在学术上具有误导性

B

they have a lot of fun to expect in college

他们期待在大学里有很多乐趣

C

it feels strange to do differently from others

做与他人不同的事感觉很奇怪

D

it seems worthless to take off-campus courses

参加校外课程似乎不值得

32.

Studies from the US and Australia imply that taking a gap year helps

A

keep students from being unrealistic

防止学生变得不切实际

B

lower risks in choosing careers

在选择职业时降低风险

C

ease freshmen’s financial burdens

减轻新生的经济负担

D

relieve freshmen of pressures

减轻新生的压力

33.

The word “acclimation” (Para.

3) is closest in meaning to

A

adaptation

适应

B

application

应用

C

motivation

动机

D

competition

竞争

34.

A gap year may save money for students by helping them

A

avoid academic failures

避免学业失败

B

establish long-term goals

制定长期目标

C

switch to another college

转到另一所大学

D

decide on the right major

决定选择合适的专业

35.

The most suitable title for this text would be

A

In Favor of the Gap Year

支持间隔年

B

The ABCs of the Gap Year

间隔年的ABC

C

The Gap Year Comes Back

间隔年回归

D

The Gap Year: A Dilemma

间隔年:困境

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.

火生态学与管理专家、教授Max Moritz表示,尽管野火频发常被视为西部州的问题,但由于其对联邦税收资金的影响,这一现象正在成为全国性的关注问题。

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.

2015年,美国林业局首次将其每年55亿美元的预算中超过一半用于扑灭山火——这一比例几乎是20年前的两倍。

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 all Americans.

实际上,如今更少的联邦资金被用于该机构的其他工作——例如森林保护、水源地和文化资源管理以及基础设施维护——这些工作影响着所有美国人的生活。

Another nationwide concern is whether public funds from other agencies are going into construction in fire-prone districts.

另一个全国性关注的问题是,其他机构的公共资金是否被用于在易发生火灾的地区进行建设。

As Moritz puts it, how often are federal dollars building homes that are likely to be lost to a wildfire?

正如莫里茨所说,联邦资金有多少次是用于建造那些很可能在野火中被毁掉的房屋?

“It’s already a huge problem from a public expenditure perspective for the whole country,” he says.

他说,从全国公共支出的角度来看,这已经是一个巨大的问题。

“We need to take a magnifying glass to that.

我们需要用放大镜仔细审视这一点。

Like, ‘Wait a minute, is this OK?

比如,等一下,这样可以吗?

Do we want instead to redirect those funds to concentrate on lower-hazard parts of the landscape?

我们是否想要转而将这些资金集中用于景观中的低风险部分?

Such a view would require a corresponding shift in the way US society today views fire, researchers say.

研究人员表示,这种观点将需要美国社会在看待火灾方式上相应的转变。

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

首先,关于野火的讨论需要更加包容。

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.

在过去十年中,关注的焦点一直是气候变化——地球因温室气体变暖所导致的条件如何加剧火灾。

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

虽然气候是一个关键因素,莫里茨表示,但它不应以牺牲方程中的其他要素为代价。

“The human systems and the landscapes we live on are linked, and the interactions go both ways,” he says.

他说:‘我们所处的人类系统与景观是相互关联的,这种互动是双向的。’

Failing to recognize that, he notes, leads to “an overly simplified view of what the solutions might be.

他指出,未能认识到这一点,会导致‘对可能解决方案的过于简化的看法’。

Our perception of the problem and of what the solution is becomes very limited.

我们的对问题和解决方案的认识将变得非常有限。

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.

同时,科罗拉多大学的巴奇教授指出,人们仍然将野火视为一种需要完全控制、只有在必要时才释放的事件。

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.

她说:‘承认野火在人类生活中不可避免的存在,是制定使其尽可能安全的法律、政策和实践的关键态度。’

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

巴尔奇说:"我们已经与火共处的生活方式断开了联系。"

“It is really important to understand and try and tease out what is the human connection with fire today.

今天,理解并试图厘清人类与火之间的关系真的非常重要。

36.

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

A

exhausted unprecedented management efforts

耗尽了前所未有的管理努力

B

consumed a record-high percentage of budget

消耗了预算中创纪录的高比例

C

severely damaged the ecology of western states

严重破坏了西部各州的生态

D

caused a huge rise of infrastructure expenditure

导致基础设施支出大幅上升

37.

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

A

raise more funds for fire-prone areas

为火灾多发地区筹集更多资金

B

avoid the redirection of federal money

避免联邦资金的重新分配

C

find wildfire-free parts of the landscape

寻找景观中无野火的区域

D

guarantee safer spending of public funds

保证更安全地使用公共资金

38.

While admitting that climate is a key element, Moritz notes that

A

public debates have not settled yet

公开辩论尚未结束

B

fire-fighting conditions are improving

消防条件正在改善

C

other factors should not be overlooked

其他因素不应被忽视

D

a shift in the view of fire has taken place

对火的观点已经发生转变

39.

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

A

discover the fundamental makeup of nature

发现自然的基本构成

B

explore the mechanism of the human systems

探索人类系统的机制

C

maximize the role of landscape in human life

充分发挥自然景观在人类生活中的作用

D

understand the interrelations of man and nature

理解人类与自然的相互关系

40.

Professor Balch points out that fire is something man should

A

do away with

废除

B

come to terms with

与……达成协议

C

pay a price for

付出代价

D

keep away from

远离

Part B

Read the following text and match each of the numbered items in the left column to its corresponding information in the right column.

阅读以下文字,并将左边列中的每个编号项目与其右边列中对应的相应信息进行匹配。

There are two extra choices in the right column.

右侧栏目中有2个多余选项。

Mark your answers on the ANSWER SHEET.

在答题卡上标记你的答案。

(10 points)

(10分)

Section III Translation

Translate the following text into Chinese.

好的,请提供需要翻译的英文句子。

Write your translation on the ANSWER SHEET.

将你的翻译写在答题卡上。

(15 points)

(15分)

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

我一直以来的梦想就是在时尚和出版业之间的某个领域工作。

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.

中学毕业前两年,我上了一门缝纫与设计课程,想着之后会继续学习时尚设计课程。

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.

然而,在那门课程中我意识到自己在这方面不足以与未来其他有创造力的人竞争,因此决定这并非适合我的道路。

Before applying for university I told everyone that I would study journalism, because writing was, and still is, one of my favourite activities.

在申请大学之前,我告诉所有人我会学习新闻学,因为写作曾经是,现在仍然是我最喜欢的活动之一。

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!

但说实话,我说了这句话,因为我以为时尚与我结合只是一个梦想——我知道没有人能想象我在时尚行业。

So I decided to look for some fashion-related courses that included writing.

因此我决定寻找一些包含写作内容的与时尚相关的课程。

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

就在这时,我发现了这门课程《Fashion Media & Promotion》。

Section IV Writing

Part A

Suppose you are invited by Professor Williams to give a presentation about Chinese culture to a group of international students.

假设你被威廉姆斯教授邀请为一群国际学生做一次关于中国文化的演讲。

Write a reply to accept the invitation, and introduce the key points of your presentation.

撰写一封回函接受邀请,并介绍你演讲的主要内容。

You should write about 100 words on the ANSWER SHEET.

你应该在答题纸上写大约100字。

Do not use your own name.

不要使用你自己的名字。

Use “Li Ming” instead.

用“李明”来代替。

Do not write your address.

不要写你的地址。

(10 points)

(10分)

Part B

Write an essay based on the chart below.

根据下图写一篇作文。

In your writing, you should interpret the chart, and give your comments.

在你的写作中,应解释图表并发表你的评论。

You should write about 150 words on the ANSWER SHEET.

你应该在答题卡上写大约150个字。

(15 points)

(15分)

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