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2021年1月20日发(作者：和柱)
2017
年硕士研究生入学考试英语（二）试题
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答案

【 讯】
2017
年硕士研究生入学考试已经落下了帷幕，
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2017
年硕士研究生入学考试英语（二）试题
+
答案，以 供大
家参考。


Directions:


(s)foreachnumberedblankandmarkA,B,CorDon the ANSWER SHEET. (10
points)


People have speculated for centuries about a future without
work .Today is no different, with academics, writers, and
activists once again1 that technology be replacing human
workers. Some imagine that the coming work-free world will be
defined by2 . A few wealthy people will own all the capital,
and the masses will struggle in an impoverished wasteland.


A different and not mutually exclusive3 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. 6 , today
’
s unemployed
don
’
t seem to be havinga great time. 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. Also, some research suggests that the 8 for rising
rates of mortality, mental-health problems, and addicting 9
poorly-educated middle-aged people is shortage of well-paid
jobs. Perhaps this is why many 10 the agonizing dullness of a
jobless future.


But it doesn
’
t 11 follow from findings like these that a world
without work would be filled with unease. Such visions are
based on the 12 of being unemployed in a society built on the
concept of employment. In the 13 of work, a society designed
with other ends in mind could 14 strikingly different
circumstanced for the future of labor and leisure. Today, the
15 of work may be a bit overblown.
“
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.


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.
“
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.


1.[A] boasting [B] denying [C] warning [D] ensuring


【答案】
[C] warning


2.[A] inequality [B] instability [C] unreliability [D]
uncertainty


【答案】
[A] inequality


3.[A] policy [B]guideline [C] resolution [D] prediction


【答案】
[D] prediction


4.[A] characterized [B]divided [C] balanced [D]measured


【答案】
[A] characterized


5.[A] wisdom [B] meaning [C] glory [D] freedom


【答案】
[B] meaning


6.[A] Instead [B] Indeed [C] Thus [D] Nevertheless


【答案】
[B] Indeed


7.[A] rich [B] urban [C]working [D] educated


【答案】
[C] working


8.[A] explanation [B] requirement [C] compensation [D]
substitute


【答案】
[A] explanation


9.[A] under [B] beyond [C] alongside [D] among


【答案】
[D] among


10.[A] leave behind [B] make up [C] worry about [D] set aside


【答案】
[C] worry about


11.[A] statistically [B] occasionally [C] necessarily [D]
economically


【答案】
[C] necessarily


12.[A] chances [B] downsides [C] benefits [D] principles


【答案】
[B] downsides


13.[A] absence [B] height [C] face [D] course


【答案】
[A] absence


14.[A] disturb [B] restore [C] exclude [D] yield


【答案】
[D] yield


15.[A] model [B] practice [C] virtue [D] hardship


【答案】
[C] virtue


16.[A] tricky [B] lengthy [C] mysterious [D] scarce


【答案】
[D] scarce


17.[A] demands [B] standards [C] qualities [D] threats


【答案】
[A] demands


18.[A] ignored [B] tired [C] confused [D] starved


【答案】
[B] tired


19.[A] off [B] against [C] behind [D] into


【答案】
[D] into


20.[A] technological [B] professional [C] educational [D]
interpersonal


【答案】
[B] professional


SectionIIReading Comprehension


Part A


Directions:

Read the following four texts. Answer the questions below each
text by choosing A, B, C or D. Mark your answers on the ANSWER
SHEET. (40 points)


Text 1


Every Saturday morning, at 9 am, more than 50,000 runners set
off to run 5km around their local park. The Parkrun phenomenon
began with a dozen friends and has inspired 400 events in the
UK and more abroad. Events are free, staffed by thousands of
volunteers. 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.


Parkrun is succeeding where London
’
s Olympic
“
legacy
”
is
failing. Ten years ago on Monday, it was announced that the
Games of the 30th Olympiad would be in London. Planning
documents pledged that the great legacy of the Games would be
to level a nation of sport lovers away from their couches. The
population would be fitter, healthier and produce more winners.
It has not happened. 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. Worse, the numbers are
now falling at an accelerating rate. The opposition claims
primary school pupils doing at least two hours of sport a week
have nearly halved. Obesity has risen among adults and children.
Official retrospections continue as to why London 2012 failed
to
“
inspire a generation.
”
The success of Parkrun offers
answers.


Parkun is not a race but a time trial: Your only competitor is
the clock. The ethos welcomes anybody. There is as much joy
over a puffed-out first-timer being clapped over the line as
there is about top talent Olympic bidders, by contrast, wanted
to get more people doing sports and to produce more elite
athletes. The dual aim was mixed up: The stress on success over
taking part was intimidating for newcomers.


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. 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.
But successive governments have presided over selling green
spaces, squeezing money from local authorities and declining
attention on sport in education. Instead of wordy, worthy
strategies, future governments need to do more to provide the
conditions for sport to thrive. Or at least not make them worse.


21. According to Paragraph1, Parkrun has.


[A] gained great popularity

[B] created many jobs

[C] strengthened community ties

[D] become an official festival

【答案】
[A] gained great popularity


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


[A] boost population growth

[B] promote sport participation

[C] improve the city
’
s image

[D] increase sport hours in schools

【答案】
[B] promote sport participation


23. Parkrun is different from Olympic games in that it.


[A] aims at discovering talents

[B] focuses on mass competition

[C] does not emphasize elitism

[D] does not attract first- timers

【答案】
[C] does not emphasize elitism


24. With regard to mass sport, the author holds that
governments should.


[A] organize
“
grassroots
”
sports events

[B] supervise local sports associations

[C] increase funds for sports clubs

[D] invest in public sports facilities

【答案】
[D] invest in public sports facilities


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


[A] tolerant

[B] critical

[C] uncertain

[D] sympathetic

【答案】
[B] critical


Text 2


With so much focus on children
’
s use of screens, it
’
s easy
for parents to forget about their own screen use.
“
Tech is
designed to really suck on you in,
”
says Jenny Radesky in her
study of digital play,
“
and digital products are there to
promote maximal engagement. It makes it hard to disengage, and
leads to a lot of bleed-over into the family routine.
”

Radesky has studied the use of mobile phones and tablets at
mealtimes by giving mother-child pairs a food-testing exercise.
She found that mothers who sued devices during the exercise
started 20 percent fewer verbal and 39 percent fewer nonverbal
interactions with their children. During a separate observation,
she saw that phones became a source of tension in the family.
Parents would be looking at their emails while the children
would be making excited bids for their attention.


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 foe the children. Radesky cites
the
“
still face experiment
”
devised by developmental
psychologist Ed Tronick in the 1970s. 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.
“
Parents don
’
t have to be
exquisitely parents 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.


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


26. According to Jenny Radesky, digital products are designed
to ______.


[A] simplify routine matters

[B] absorb user attention

[C] better interpersonal relations

[D] increase work efficiency

【答案】
[B] absorb user attention


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


[A] takes away babies
’
appetite

[B] distracts children
’
s attention

[C] slows down babies
’
verbal development

[D] reduces mother- child communication

【答案】
[D] reduces mother-child communication


28. Radesky
’
s cites the
“
still face experiment
”
to show that
_______.


[A] it is easy for children to get used to blank expressions

[B] verbal expressions are unnecessary for emotional exchange

[C] children are insensitive to changes in their parents
’
mood

[D] parents need to respond to children
’
s emotional needs

【答案】
[D] parents need to respond to children
’
s emotional
needs


29. The oppressive ideology mentioned by Tronick requires
parents to_______.


[A] protect kids from exposure to wild fantasies

[B] teach their kids at least 30,000 words a year

[C] ensure constant interaction with their children

[D] remain concerned about kid
’
s use of screens

【答案】
[C] ensure constant interaction with their children


30. According to Tronick, kid
’
s use of screens may_______.


[A] give their parents some free time

[B] make their parents more creative

[C] help them with their homework

[D] help them become more attentive

【答案】
[A] give their parents some free time


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. After all, if everyone you
know is going to college in the fall, it seems silly to stay
back a year, doesn
’
t it? And after going to school for 12
years, it doesn
’
t feel natural to spend a year doing something
that isn
’
t academic.


But while this may be true, it
’
s not a good enough reason to
condemn gap years. 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 lucrative career. But despite common misconceptions,
a gap year does not hinder the success of academic pursuits
—
in
fact, it probably enhances it.


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. Rather than
pulling students back, a gap year pushes them ahead by
preparing them for independence, new responsibilities and
environmental changes
—
all things that first-year students
often struggle with the most. 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 acclimationblunders.

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