2001年在职攻读硕士学位全国联考教育硕士英语二试题册
考研英语一和二的区别
学术型研究生考英语一，专业学位研究生考英语二(一)学术型研究生学术型硕士研究生入学考试科目设置办法要求与2009年相同。
除教育学、历史学、医学门类设置三个单元考试科目(政治理论、外国语、基础课，各科目试题满分分别为100分、100分、300分)外，其他各学科门类考试科目均设置四个单元(政治理论、外国语、基础课和专业基础课，各科目试题满分分别为100分、100分、150分、150分)。
从2010年起增加一套统考英语试题(即英语二)供部分专业学位研究生招生时选用，原统考英语名称相应改为英语一。
(二)专业学位研究生2.第二单元(外国语):法律硕士(非法学)、法律硕士(法学)、建筑学硕士、汉语国际教育硕士、临床医学硕士、口腔医学硕士、公共卫生硕士专业采用统考英语一(日语、俄语);翻译硕士采用翻译硕士外语试题;其余各专业可选用统考英语一(日语、俄语)或英语二试题(英语二重点考查考生英语应用能力，尤其是阅读和翻译能力)。
满分均为100分。
硕士研究生招生全国统考科目为政治理论、英语一、英语二、俄语、日语、数学一、数学二、数学三、教育学专业基础综合、心理学专业基础综合、历史学专业基础、西医综合、中医综合。
全国联考科目为数学(农)、化学(农)、植物生理学与生物化学、动物生理学与生物化学、计算机学科专业基础综合、管理类联考综合能力、法硕联考专业基础(非法学)、法硕联考综合(非法学)、法硕联考专业基础(法学)、法硕联考综合(法学)。
主要区别：1. 适用专业不一样①英语一适用于所有的学术型硕士(十三门类)和9类专业硕士，分别为临床医学、口腔医学、公共卫生、护理、中医、法律(非法学)、法律(法学)、汉语国际教育、建筑学、城市规划。
②英语二适用于7类专业硕士，分别为工商管理、公共管理、会计、旅游管理、图书情报、工程管理以及审计。
此外，翻译是唯一一个不适用英语一或英语二的专业，而23类专业硕士可以在英语一和英语二中任选一种作为考试科目，而具体以招生院校规定为准。
考研在职研究生考试科目及报读流程
考研在职研究生考试科目及报读流程目前我国在职研究生的读取共有五月同等学力申硕，十月在职联考(GCT) ，一月双证法律硕士，一月双证MBA，研究生进修班，单独考试几种形式。
其中比较常见的是五月同等学力申硕和十月在职联考(GCT)。
在职研究生这六种途径每一种的报考条件、考试科目、申硕流程以及所能报考的专业都是有所区别的，下面分别介绍一下各自的情况。
五月同等学力申硕概况：同等学力申请硕士学位是国家为同等学力人员开辟的获得学位的渠道。
是在职人员攻读在职研究生的重要途径之一，同等学力申请硕士学位是一种非学历教育……详细>>申硕流程：课程班学习-获得结业证书-学位考试-发表论文-论文答辩-获得证书报考条件：申请人获学士学位后工作满3年。
通过学位授予单位组织的资格审查及课程考试…详情>>考试科目：外语(英法德日俄)+专业综合十月在职联考(GCT)概况：在职研究生十月GCT工程硕士联考是在职人员攻读在职研究生的重要途径之一。
在职人员攻读硕士学位全国联考报名时间为每年6月底至7月初，全国联考的考试时间为每年10月……详细>>申硕流程：入学考试-复试合格-录取-课程学习-发表论文-论文答辩-获得证书报考条件：十月在职联考包括十几类专业方向，每类的具体报名条件不同，大部分要求本科且毕业满三年…详情>>考试科目：2010年在职人员攻读硕士学位14类专业考试科目及考试大纲>>一月双证法律硕士概况：属于学历教育，随一月份的全国统考一起进行，可获毕业证书和学位证书。
同时在10月的在职攻读专业硕士考试中也有这个专业，但是报考条件有所不同，10考试属于非学历教育……详细>>申硕流程：网报确认-入学考试-(调剂)-复试-录取-课程学习-论文答辩-拿证报考条件：一月法律硕士报考条件除了满足全国统考的报考要求外，还需满足在高校学习的专业为非法学专业…详情>>考试科目：初试科目共4门：外语100分，政治(文)100分，专业基础课(刑法学、民法学)150分,综合课(法理学、宪法学、中国法制史)150分。
英语二
2011年考研英语一与英语二区别分析 2010年09月06日 17:11 跨考网随着2011年考研英语大纲的公布，明年将继续延续今年的考试大纲要求，考研英语仍然分英语一和英语二两种统考模式。
下面考研专家带领的精英辅导团队帮助考生分析一下这两门课程的区别，从而让考生更加有针对性地进行复习。
一、学术型研究生初试考英语一专业学位研究生初试考英语二(一)学术型研究生学术型硕士研究生入学考试科目设置办法要求与2009年相同。
除教育学、历史学、医学门类设置三个单元考试科目(政治理论、外国语、基础课，各科目试题满分分别为100分、100分、300分)外，其他各学科门类考试科目均设置四个单元(政治理论、外国语、基础课和专业基础课，各科目试题满分分别为100分、100分、150分、150分)。
从2010年起增加一套统考英语试题(即英语二)供部分专业学位研究生招生时选用，原统考英语名称相应改为英语一。
(二)专业学位研究生专业学位研究生入学考试科目第二单元(外国语)：法律硕士(非法学)、法律硕士(法学)、建筑学硕士、汉语国际教育硕士、临床医学硕士、口腔医学硕士、公共卫生硕士专业采用统考英语一(日语、俄语)；翻译硕士采用翻译硕士外语试题；其余各专业可选用统考英语一(日语、俄语)或英语二试题(英语二重点考查考生英语应用能力，尤其是阅读和翻译能力)。
满分均为100分。
二、英语二与英语一的区别(1)语法我们英语二规定了总共有八个语法点，具体的语法点是要考的。
只要把这八点做到了，基本上就没问题了。
首先第一个就是名词、代词它的用法，数和格，就是可数不可数，这种会考。
第二个是形容词。
第三个是动词，动词包括时态、语态，时态就是常见的，比如一般现在、一般将来这样子的过去时，语态就是主动和被动。
第四点常用连词，连词大家知道常用的就是七个，这个大家把它准备好了，估计在考察语法方面不大。
第五个就是非谓语动词，就是不定式和名词。
第六个虚拟语气，具体有什么样的表现形式，以及虚拟语气在语言中起到一个什么样的作用，这个应该是一个考察的重点。
2017MBA英语(二)
2017 年全国硕士研究生入学统一考试管理类联考英语(二)试题绝密★启用前英语(二)试卷2017 年全国硕士研究生入学统一考试英语（二）（科目代码: 204）研考英二试卷条形码考生注意事项1.答题前，考生须在试题册指定位置上填写考生编号和考生姓名；在答题卡指定位置上填写报考单位、考生姓名和考生编号，并涂写考生编号信息点。
2.考生须把试题册上的“试卷条形码”粘贴条取下，粘贴在答题卡的试卷条形码粘贴位置框中。
不按规定粘贴条形码而影响评卷结果的，责任由考生自负。
(此次模考忽略此项)3.选择题的答案必须涂写在答题卡相应题号的选项上，非选择题的答案必须书写在答题卡指定位置的边框区域内。
超出答题区域书写的答案无效；在草稿纸、试题册上答题无效。
4.填(书)写部分必须使用黑色签字笔书写，字迹工整、笔迹清楚;涂写部分必须使用2B铅笔填涂。
5.考试结束，将答题卡按规定交回。
（以下信息考生必须认真填写）2017年全国硕士研究生入学统一考试Section I Use of EnglishDirections：Read the following text. Choose the best word (s) for each numbered blank and mark A, B, Cor D on 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 again 1 that technology be replacing human workers. 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.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. 6 , today's unemployed don't seem to be having a great time. One Gallup poll found that 20 percent of Americans who have been unemployed for at leasta 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 addicting9 poorly-educated middle-aged people is shortage of well-paid jobs. Perhaps this is why many10 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] ensuring2. [A] i n equality [B] instability [C] unr e liability [D] uncertainty3. [A] pol i cy [B] guideline [C] r e solution [D] prediction4. [A] characterized [B] divided [C] balanced [D] measured5. [A] w isdom [B] meaning [C] glory [D] freedom6. [A] Instead [B] Indeed [C] Thus [D] Nevertheless7. [A] rich [B] urban [C]working [D] educated8. [A] explanation [B] requirement [C] compensation [D] substitute9. [A] under [B] beyond [C] alongside [D] among10. [A] leave behind [B] make up [C] worry about [D] set aside11. [A] statistically [B] occasionally [C] necessarily [D] economically12. [A] chances [B] downsides [C] be nefits [D] principles13. [A] absence [B] height [C] f a ce [D] course14. [A] disturb [B] restore [C] e xclude [D] yield15. [A] m odel [B] practice [C] v irtue [D] hardship16. [A] t r icky [B] lengthy [C] mysterious [D] scarce17. [A] de mands [B] standards [C] qua lities [D] threats18. [A] i g nored [B] tired [C] confused [D] starved19. [A] of f[B] against [C] behind [D] into20. [A] t e chnological [B] professional [C] educational [D] interpersonalSection II Reading ComprehensionPart ADirections：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 1Every 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 shining. The 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 isspace 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 festival22. 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 schools23. 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-timers24. 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 facilities25. The author's attitude to what UK governments have done for sports is_____.[A] tolerant[B] critical[C] uncertain[D] sympatheticText 2With 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 used 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 friendor 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 efficiency27. 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 communication28. Radesky 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 needs29. 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 screens30. According to Tronick, kids’ 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 attentiveText 3Today, widespread social pressure to immediately go to college in conjunction withincreasingly 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 acclimation blunders.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. According to the National Center for Education Statistics, nearly 80 percent of college students end up changing their majors at least once. 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. Many students find themselves listing one major on their college applications, but switching to another after taking college classes. 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. At Boston College, for example, you would have to complete an extra year were you to switch to the nursing school from another department. Taking a gap year to figure things out initially can help prevent stress and save money later on.31. One of the reasons for high-school graduates not taking a gap year is that_____.[A] they think it academically misleading[B] they have a lot of fun to expect in college[C] it feels strange to do differently from others[D] it seems worthless to take off-campus courses32. Studies from the US and Australia imply that taking a gap year helps_____.[A] keep students from being unrealistic[B] lower risks in choosing careers[C] ease freshmen's financial burdens[D] relieve freshmen of pressures33. The word "acclimation" is closest in meaning to_____.[A] adaptation[B] application[C] motivation[D] competition34. A gap year may save money for students by helping them_____.[A] avoid academic failures[B] establish long-term goals[C] switch to another college[D] decide on the right major35. The most suitable title for this text would be_____.[A] In Favor of the Gap Year[B] The ABCs of the Gap Year[C] The Gap Year Comes Back[D] The Gap Year: A DilemmaText 4Though 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.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.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.Another nationwide concern is whether public funds from other agencies are going into construction in fire-prone districts. As Moritz puts it, how often are federal dollars building homes that are likely to be lost to a wildfire?"It's already a huge problem from a public expenditure perspective for the whole country," he says. We need to take a magnifying glass to that. Like, "Wait a minute, is this OK？""Do we want instead to redirect those funds to concentrate on lower-hazard parts of the landscape?"Such a view would require a corresponding shift in the way US society today views fire, researchers say.For one thing, conversations about wildfires need to be more inclusive. 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.While climate is a key element, Moritz says, it shouldn't come at the expense of the rest of the equation."The human systems and the landscapes we live on are linked, and the interactions go both ways," he says. Failing to recognize that, he notes, leads to "an overly simplified view of what the solutions might be. Our perception of the problem and of what the solution is becomes very limited."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. 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."We've disconnected ourselves from living with fire," Balch says. "It is really important to understand and try and tease out what is the human connection with fire today."36. More frequent wildfires have become a national concern because in 2015 they_____.[A] exhausted unprecedented management efforts[B] consumed a record-high percentage of budget[C] severely damaged the ecology of western states[D] caused a huge rise of infrastructure expenditure37. Moritz calls for the use of "a magnifying glass" to _____.[A] raise more funds for fire-prone areas[B] avoid the redirection of federal money[C] find wildfire-free parts of the landscape[D] guarantee safer spending of public funds38. While admitting that climate is a key element, Moritz notes that _____.[A] public debates have not settled yet[B] fire-fighting conditions are improving[C] other factors should not be overlooked[D] a shift in the view of fire has taken place39. The overly simplified view Moritz mentions is a result of failing to _____.[A] discover the fundamental makeup of nature[B] explore the mechanism of the human systems[C] maximize the role of landscape in human life[D] understand the interrelations of man and nature40. Professor Balch points out that fire is something man should _____.[A] do away with[B] come to terms with[C] pay a price for[D] keep away fromPart BDirections：Read the following text and match each of the numbered items in the left column to its corresponding information in the right column. There are two extra choices in the right column. Mark your answers on the ANSWER SHEET. （10 points）The decline in American manufacturing is a common refrain, particularly from DonaldTrump. "We don't make anything anymore," he told Fox News, while defending his own made-in-Mexico clothing line.Without question, manufacturing has taken a significant hit during recent decades, and further trade deals raise questions about whether new shocks could hit manufacturing.But there is also a different way to look at the data.Across the country, factory owners are now grappling with a new challenge: instead of having too many workers, they may end up with too few. Despite trade competition and outsourcing, American manufacturing still needs to replace tens of thousands of retiring boomers every year. Millennials may not be that interested in taking their place, other industries are recruiting them with similar or better pay.For factory owners, it all adds up to stiff competition for workers－and upward pressure on wages. "They're harder to find and they have job offers," says Jay Dunwell, president of Wolverine Coil Spring, a family-owned firm, "They may be coming [into the workforce], but they've been plucked by other industries that are also doing an well as manufacturing," Mr. Dunwell has begun bringing high school juniors to the factory so they can get exposed to its culture.At RoMan Manufacturing, a maker of electrical transformers and welding equipment that his father cofounded in 1980, Robert Roth keep a close eye on the age of his nearly 200 workers, five are retiring this year. Mr. Roth has three community-college students enrolled in a work-placement program, with a starting wage of $13 an hour that rises to $17 after two years.At a worktable inside the transformer plant, young Jason Stenquist looks flustered by the copper coils he's trying to assemble and the arrival of two visitors. It's his first week on the job. Asked about his choice of career, he says at high school he considered medical school before switching to electrical engineering. "I love working with tools. I love creating." he says.But to win over these young workers, manufacturers have to clear another major hurdle: parents, who lived through the worst US economic downturn since the Great Depression, telling them to avoid the factory. Millennials "remember their father and mother both were laid off. They blame it on the manufacturing recession," says Birgit Klohs, chief executive of The Right Place, a business development agency for western Michigan.These concerns aren't misplaced: Employment in manufacturing has fallen from 17 million in1970 to 12 million in 2013. When the recovery began, worker shortages first appeared in the high-skilled trades. Now shortages are appearing at the mid-skill levels."The gap is between the jobs that take to skills and those that require a lot of skill," says Rob Spohr, a business professor at Montcalm Community College. "There're enough people to fill the jobs at McDonalds and other places where you don't need to have much skill. It's that gap in between, and that's where the problem is."Julie Parks of Grand Rapids Community points to another key to luring Millennials into manufacturing: a work/life balance. While their parents were content to work long hours, young people value flexibility. "Overtime is not attractive to this generation. They really want to live their lives," she says.Section III Translation46. Directions:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)My DreamMy dream has always been to work somewhere in an area between fashion and publishing. 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. However, during that course I realised that 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. Before applying for university I told everyone that I would study journalism, because writing was, and still is, one of my favourite activities. But, to be absolutely honest, I said it, because I thought that fashion and me together was just a dream - I knew that no one, apart from myself, could imagine me in the fashion industry at all! So I decided to look for some fashion-related courses that included writing. This is when I noticed the course “Fashion Media & Promotion.”Section IV WritingPart A47. Directions:Suppose you are invited by Professor Williams to give a presentation about Chinese culture to a group of international students. Write a reply to1) Accept the invitation, and2) Introduce the key points of your presentation.You should write about 100 words the ANWSER SHEET.Do not sign you own name at the end of the letter, use “Li Ming” instead.Do not write the address. (10 points)Part B48. Directions:Write your essay on ANSWER SHEET. (15 points)You should1) interpret the chart, and2) give your comments.You should write about 150 words on the ANSWER SHEET. (15points)2017 年考研英语二参考答案Section I Use of English1.C2.A3.D4.A5.B6.B7.C8.A9.D 10.C 11.C 12.B 13.A 14.D 15.C 16.D 17.A 18.B 19.D 20.BSection II Reading Comprehension21.A 22.B 23.C 24.D 25.B 26.B 27.D 28.D 29.C 30.A 31.C 32.D 33.A 34.D 35.A 36.B 37.D 38.C 39.D 40.B 41.E 42.A 43.G 44.B 45.FSection III Translation46. 略Section IV Writing47. 略48. 略。
在职研究生考试中的英语难度如何？
在职研究生考试中的英语难度如何？
在2013年以前，同等学力在职研究生英语试卷尽管和现在一样分试卷一和试卷二，但是考生在总分达到60分后，其试卷二分值必须达到18分，才算合格。
这对于一些写作基础薄弱的考生来说，存在相当的考试压力。
但是从2013年后，这一规定取消了，只要考生整个试卷分数达到60分即为合格。
所以说，现在的同等学力在职研究生英语考试难度比之前是有所下降的，整体考试难度与大学英语四级水平相当，但是考生想顺利通过考试，还是需要利用业余时间积累词汇，加强阅读训练，提高英语翻译及写作水平，这样才能顺利跃上合格线，通过考试。
同等学力申硕这一形式涉及的专业比较多，目前在职人员想要进修的方向几乎都能通过此形式成功报考。
但是并不是所有的人都能参加这一形式的申硕考试，只有本科有学位证，且获得学士学位的时间满三年的人员，或者是已经获得了硕士、博士学位的人员才具有报考资格。
一月全国联考，英语成了很多人的硬伤，很多考研的学生都倒在了英语这条路上，虽然国家线很低，但是不容易，而且考研英语是完全和四、六级英语不同，四、六级过了考研英语不一定能过，四级过不了的同学也有可能考研英语考的很好，大家一定要重视考研英语。
但是作为一个在职人员，工作繁忙，学习时间相对较少，很多考生英语这块都比较薄弱，英语考试可以算得上是一个难关，所以平时，大家要不断积累，充分提高自己的能力。
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2009年教育硕士考试英语二试卷一A真题及答案
2009英语二试卷一A[供报考学科教学(英语)专业考生使用]Section ⅠUse of English (20 minutes,10%)Section ⅡReading Comprehension (70 minutes,50%)SectionⅠUse of English (20 minutes,10%)Read the following text. Choose the best word for each numbered blank from A. B. C or D.Can you “think” yourself younger?Anti-aging may be more than herbs, creams, or exercise. Recently, more and more people are01 towards anti-aging psychology, a major claim of 02 is that anti-aging requires you to learn life 03 attitudes, beliefs. and coping skills that 04 youthfulness and health. It is said only 30% of your aging is predetermined by your genetic code, and the 05 is your decisions and attitude.So can you ―think‖yourself younger? Many people 06 these sorts of attitude adjustments as opposed to 07 your body with countless chemicals. Often, people say mind over matter, and to a degree 08 psychology works when you are looking 09 better performance on sports or other tests, but you cannot use your mind to 10 a physical injury, such as a broken bone, or in our 11 , get a wrinkle out of our forehead. Your attitude can change your 12 personality, and smiling may make other people 13 you more, but I am not sure it is truly anti-aging.14 , your attitudes and believes can change your outward appearance and 15 as a possible effective anti-aging agent 16 by changing your attitude you reduce stress, which is a large 17 in aging. So, indirectly you can ―think‖ yourself younger if your thoughts lead to less stress, but you will never become younger 18 simply thinking about becoming younger. Thinking positively and anti-aging is not 19 , rather thinking positively is correlated with anti-aging 20 it reduces stress and helps you live a more active life.01. [A] moving [B] going [C] turning [D] coming02. [A] that [B] which [C] what [D] who03. [A] enhanced [B] enhance [C] enhancing [D] enhances04. [A] include [B] constitute [C] construct [D] foster05. [A] rest [B] other [C] others [D] opposite06. [A] like [B] prefer [C] enjoy [D] support07. [A] covering [B] checking [C] changing [D] filling08. [A] positive [B] reliable [C] advanced [D] modern09. [A] for [B] to [C] at [D] up10. [A] deal [B] heal [C] reveal [D] recover11. [A] case [B] sense [C] mind [D] time12. [A] major [B] born [C] outward [D] obvious13. [A] to like [B] like [C] liking [D] liked14. [A] Therefore [B] However [C] Although [D] Furthermore15. [A] are [B] find [C] play [D] act16. [A] unless [B] but [C] if [D] after17. [A] problem [B] factor [C] issue [D] question18. [A] when [B] for [C] by [D] with19. [A] cause [B] caused [C] causing [D] causation20. [A] because [B] while [C] whether [D] howSectionⅡReading Comprehension (70 minutes, 50%)Part ARead the following text and answer the questions by choosing A, B, C or D.The True Meaning of Self-HelpAccording to self-help expert Tony Robbins, walking barefoot across 1,000-degree red-hot coals ―is an experience in belief. It teaches people in the most intuitive sense that they can do things they never thought possible.‖I’ve done three fire walks myself, without chanting ―cool moss‖or thinking positive thoughts. I didn’t get burned. Why? Because charcoal is a poor conductor of heat, particularly through the dead calloused skin on the bottom of your feet and especially if you walk across the bed of coals as quickly as fire walkers are likely to do. Physics explains the ―how‖ of fire walking. To understand the ―why,‖ we must turn to psychology.In 1980 I attended a bicycle industry trade convention whose keynote speaker was Mark Victor Hansen, well known coauthor of the wildly popular Chicken Soup for the Soul book series. I was surprised that Hansen didn’t require a speaker’s fee, until I saw what happened after his talk; people were lined up out the door to purchase his motivation tapes. I listened to those tapes over and over during training rides in preparation for bicycle races.The ―over and over‖ part is the key to understanding the ―why‖ of what journalist Steve Salerno calls the Self-Help and Actualization Movement (SHAM). In his recent book: How the Self-Help Movement Made America Helpless, he explains how the talks and tapes offer a momentary lift of inspiration that fades after a few weeks, turning buyers into repeat customers. Surrounding SHAM is a builetproof shield: if your life does not get better, it is your fault--your thoughts were not positive enough. The solution? More of the same self-help--or at least the same message repackaged into new products. Consider the multiple permutations of John Gray’s Men Are from Mars, Women Are from Venus. SHAM takes advantage by cleverly marketing the dualism of victimization and empowerment. SHAM experts insist that we are all victims of our wild and cruel ―inner children‖ who are produced by painful pasts that create negative ―tapes‖ that replay over and over in our minds. Liberation comes themselves, for prices that range from $500 one-day work-shops to Robbins’s $5,995 ―Date with Destiny‖ seminar. Do these programs work? No one knows. According to Salerno, no scientific evidence indicates that any of the countless SHAM techniques—from fire walking to 12-stepping—works better than doing something else or even doing nothing . The law of large numbers means that given the millions of people who have tried SHAMs. Inevitably some will improve. As with alternative, ineffective medicine, the body naturally heals itself and whatever the patient was doing to help gets the credit. Patient, heal thyself—the true meaning of self-help.21. What does Tony Robbins say about fire walks?[A] Fire walkers are actually cheaters.[B] Fire walkers should have experience.[C] Fire walking is a special experience.[D] Fire walking requires much self-confidence.22.‖…turning buyers into repeat customers‖ implies[A] SHAM may lead to a dramatic shopping inspiration.[B] SHAM believers buy more books of similar content.[C] usually SHAM will only last for several weeks.[D]tapes of Steve Salerno’s talks are sold at different time.23.the advantage that SHAM takes is possibly the[A] economic benefit.[B] scientific advances.[C] public indulgence.[D] believers’ vulnerability.24. What is the author’s attitude towards SHAM?[A] Critical.[B] Understanding.[C] Admiring.[D] Indifferent.25. The purpose of mentioning the prices (for prices that range from $500 … to …$5,995 …) is to[A] tell readers the actual cost of such activities.[B] satirize the high cost and a not-much-useful activity.[C] recommend some of the worthwhile soul trainings.[D] show the quality discrepancy among such activities.26. Which of the following statements would the author agree with?[A] SHAM will work together with certain medicine.[B] SHAM techniques are better than other techniques.[C] SHAM may work for only a small number of people.[D] SHAM works as effectively as physical healing.Part BYou are going to read an extract about the work of the Master of Ceremony. Six paragraphs have been removed from the extract. Choose from paragraphs A-G the one which fits each gap (27-32). There is one extra paragraph which you do not need to use .Preparation for the Master of CeremonyThe Master of Ceremony (MC) performs a variety of duties during a program. As theMC you are responsible for getting things started, keeping the program moving, and closing the meeting. All that occurs between the opening and closing is your responsibility.27As in preparing for any speaking situation, it may work to your advantage to outline the program and then the ―body‖of the presentation before you prepare your introduction and conclusion. In some instances, however, your welcome may be an established custom, and is preparation may well be your first and easiest task.28In preparing the welcome, remember to start on time. Then, greet your guests and fellow members. Briefly make your remarks welcoming all present. Never let your welcome be presented impromptu. Plan ten wording carefully as your beginning is likely to set the mood for the entire program. If you are serious or humorous, the atmosphere will have thus been set for the occasion.29On the other hand, you don’t want people waiting for a speaker long after they have completed their dessert. It is best to prepare a time schedule for your entire program, check it with your caterer and speakers, and then stick to it as closely as you can.3As you arrange the program, have a reason for putting one event or speaker first, another second, and so on. This will help you provide continuity and will help the audience to see connections between speakers. In some instances, you may need to provide impromptu remarks to tie one speaker’s presentation to the next speaker.31Finally, as you prepare for the closing, review the suggestions in chapter 33 for the farewell speech. While the two are not exactly the same, there are similarities. Even the best program needs some sense of finality. Don’t simply dismiss your audience; you need to take a few seconds and thank the audience and tie the program to them one final time. Plan a way of tying the program to something in the future, and point out the benefits of having attended meeting.32As you can see, the preparation for being an MC is very extensive and needs to be planned carefully. Nothing should be left to chance. On the other hand, you should also prepare to speak, change, and adapt to the circumstances of the situation at hand. Adapt to the specific remarks of the speakers.[A] Next, prepare your introductions and transitional remarks so they tie your programtogether and provide continuity. When you speak, make your comments brief and related to the speeches or events that have just occurred or are about to take place.[B] It is essential that you keep a constant reminder that your purpose as MC is to; get thingsstarted, keep the program moving, and close the meeting. Resist any temptation during your preparation to think the audience has come to hear you. Whatever the occasion, you are not the featured speaker, so you will not want to ―spotlight‖ your speeches.[C] As you introduce speakers, remember, it is your responsibility in introducing speakers toarouse interest in the speaker and the speaker’s topic. Again, try to avoid lengthy or toobrief introductions. Otherwise, you may find yourself in a predicament by having used too much of the speaker’s time or not have properly prepared the audience for the speaker.[D] As a follow-up, stop and shake hands and thank all of your guest speakers again. Let themknow that you are pleased with their performance and appreciate their help in making your job easy and enjoyable. Wait until all guests have departed before leaving. It is generally rude and impolite for the MC to leave the banquet or dinner before the special guests.[E] Sometimes the MC has other responsibilities within the organization. These duties mustalso be maintained. Handle these first, so the duties do not interfere with your responsibilities as MC. Once you have accounted for your official duties, you can begin to prepare for the responsibilities of being MC.[F] Once the program is under way, it is your responsibility to see that things keep moving.Try to avoid long gaps of time between events, but you don’t want to rush things too quickly either. If it is a dinner or banquet, you don’t want to have people eating their main course while the guest is speaking.[G] On some occasions, you may also need to prepare yourself for either presenting orreceiving awards or gifts. As in the other speeches by the MC, these speeches are generally brief. All you need to do is to highlight the honoree and stimulate the audience to appreciate the person being honored.Part CYou are going to read a passage about habits. From the list of headings A – G. choose the best one to summarize each paragraph (33-38) of the passage. There is one extra heading that you do not need to use.Habits are bad only if you can’t handle them33We are endlessly told we’re creatures of habit. Indeed, making this observation as if it were original is one of the most annoying habits of pop psychologists. The psychologist William James said long ago that life ―is but a mass of habits …our dressing and undressing, our eating and drinking. our greetings and partings. our giving way for ladies to precede are things of a type so fixed by repetition as almost to be classed as reflex actions.‖What pop psychology can’t decide, though, is whether this state of affairs is good or bad. Are habits, properly controlled, the key to happiness? Or should we be doing all we can to escape habitual existence?34This isn’t a question of good versus bad habits: we can agree, presumably, that the habit of eating lots of vegetables is preferable to that of drinking a three-litre bottle of White Lightning each night. Rather, it’s a disagreement about habituation itself. Since habit is so much more powerful than our conscious decision-making. What are needed are deliberately chosen routines. No matter how hard you resolve to spend more time with your spouse, it’ll never work as well as developing the habit of a weekly night out or of doing the hardest task first each morning.35You on the other hand, as we know all too well, habits lose their power precisely because they’re habitual. An expensive cappuccino, once in a while, is a life-enhancing pleasure; an expensive cappuccino every day soon becomes a boring routine. Even proven therapeutic techniques. such as keeping a diary, work better when done occasionally, not routinely.36I don’t have an answer to this dilemma. But there is one way to get the best of both worlds: develop habits and routines that are designed to disrupt your habits and routines, and keep things fresh. One obvious example is the ―weekly review‖, which time-management experts are always recommending: a habit, yes, but one that involves stepping out of the daily habitual stream to gain perspective. Or take Bill Gates’s famous annual ―think week‖, in which he holes up in the mountains with a stack of books and journals, to reflect on future paths of action. You don’t need a week in the mountains, though: an hour’s walk in the park each week might prove as beneficial.37A smaller-scale kind of routinised disruption is a method known as burst working, involving tiny, timed sprints of 5 to 10minutes, with gaps in between. Each burst brings a microscopic but refreshing sense of newness, while each tiny deadline adds useful pressure, preventing a descent into torpor. Each break, meanwhile, is a moment to breathe – a miniature ―think week‖, to step back, assess your direction, and stop the day sliding into forgetfulness. 38All these techniques use the power of habituation to defeat the downsides of habituation. Like jujitsu (柔道). You’re turning the enemy’s strength against him; unlike jujitsu, we physically malcoordinated types can do it, too.[A] Breaking routines does not need a lot of time[B] Things done too much lose their value.[C] Psychologists are not sure about the value of habits.[D] It is possible to change habits deliberately.[E] Disrupting habits and routines may lead to fresh ideas.[F] There is a way out from habituation.[G] Habits are indication of laziness.Part DYou are going to read a passage about productive postponement. Decide whether the statements in the box agree with the information given in the passage. You should choose from the following:A Yes = the statement agrees with the information in the passageB No = the statement contradicts the information in the passageC NOT GIVEN = there is no information on this in the passageProductive postponementIt’s frustrating irony of the universe that the way to get something you really want is often not to want is so badly. Worry too hard about a task and the anxiety will prevent you performing your best: stop looking for love, goes the cliché, and that’s when you’ll find it. Try too hard to be happy and you’ll find yourself on a misery-inducing treadmill (单调的工作) of self-improvement efforts, contradictory advice and motivational seminars conducted by exceptionally dubious men in hotel ballrooms.The solution is to ―leg go‖ of worry, of seeking happiness. But implementing that advice is close to impossible: it’s a tall order just to stop feeling anxious or to stop wanting something you want. Mercifully, some authors offer a far more palatable alternative: instead of getting embroiled in trying to let go of thoughts and emotions that get in your way, postpone them instead.Understandably, putting things off has often been considered as undesirable: see the bestseller Excuse Me, Your Life Is Waiting and similar warnings not to ―postpone your dreams‖. But there’s a flipside –a technique you might call productive postponement. The psychiatrist Robert Leahy, for example, recommends ―worry postponement‖; writing down your worrier as they arise, and scheduling time to fret. It sounds strange, but there’s researchevidence for it, and logic: we worriers derive huge payoffs from worrying – we believe, on some level, that it makes things go better – and so the idea of giving if up can be terrifying. Just putting it off, safe in the knowledge that you can return to it later, is easier. (If you’re worried you’ll forget to worry, consider an email reminder service, and if worrying you’ll forget to worry strikes you as absurd, well. consider yourself lucky and welcome to my world.)Psychotherapists call techniques such as postponement ―metacognitive‖, meaning that they make you aware of your habitual thought processes, and therefore work more lastingly than, say, trying to relieve a particular worry by addressing its specific content. Postponement works with perfectionism, too. If you can’t get rid of the notion that some task must be done perfectly, can you suspend that requirement just for now, resolving to revert to your perfectionism at some predetermined point in the near future? The essayist Anne Lamott, in her book Bird By Bird, calls this the principle of ―shitty first drafts‖. but, like so much of her counsel, it applies beyond writing.NotNo givenYes39 The more we try to get something, the more difficult if[A] [B] [C]becomes.40 It is advisable to give up what we are looking for. [A] [B] [C]41 Temporarily postponing things may be a good way to[A] [B] [C]get what we want.42 If you forget your worries. They will disappear. [A] [B] [C]43 Most people forget about their worries if they[A] [B] [C]postpone worrying about them.44 If you want to do things perfectly, you have to[A] [B] [C]postpone.45 Sometimes things can be done better when postponed. [A] [B] [C]。
河北大学在职人员攻读教育硕士专业学位研究生招生简章、考试大纲指南考试真题 参考书目,内部讲义,押题
04中国佛教哲学研究
Z9M1
①101思想政治理论②201英语一或202俄语或203日语③642马克思主义哲学原理④802中国哲学史
05中国哲学与美学
Z9M1
①101思想政治理论②201英语一或202俄语或203日语③642马克思主义哲学原理④802中国哲学史
03宪法学与行政法
Z30M5
①101思想政治理论②201英语一③398法硕联考专业基础（非法学）④498法硕联考综合（非法学）
04诉讼法
Z30M5
①101思想政治理论②201英语一③398法硕联考专业基础（非法学）④498法硕联考综合（非法学）
05经济法
Z30M5
①101思想政治理论②201英语一③398法硕联考专业基础（非法学）④498法硕联考综合（非法学）
02西方经济思想史
Z5M2
①101思想政治理论②201英语一③303数学三④810西方经济学（理论经济学）
03制度经济学
Z5M2
①101思想政治理论②201英语一③303数学三④810西方经济学（理论经济学）
020105世界经济
01世界经济理论
Z14M4
①101思想政治理论②201英语一③303数学三④810西方经济学（理论经济学）
01行政法
Z7M1
①101思想政治理论②201英语一或203日语③656法理学和宪法学④900行政法学与行政诉讼法学和外国宪法
02行政诉讼法
Z7M1
①101思想政治理论②201英语一或203日语③656法理学和宪法学④900行政法学与行政诉讼法学和外国宪法
030104刑法学
01中国刑法
Z7M1
【总结】浙大外国语言学与应用语言学英语语言文学真题及答案
【关键字】总结总结：外国语与应用语言学：George Yule, “The study of language”(Second edition), Cambridge University Press, 1996；《语言学教程》胡壮麟主编，北大2001修订版；《新编简明英语语言学教程》戴纬栋、何兆熊著，上海外语教育出版社2002修订版。
英语翻译与写作：A Textbook of Translation，Peter Newmark，上海外语教育出版社，2001；《翻译学入门》(2011版)，陈刚，浙江大学出版社。
《旅游翻译与涉外导游》陈刚，中国对外翻译出版公司。
二外参照书目目俄语《俄语入门》上、下册，周鼎、徐振兴，北京外语教学与研究出版社，1993年；日语《新编日语》（1、2册）周平等编，上海外语教学出版社；德语《新编大学德语》（1-4册）朱建华，北京外语教学与研究出版社，2002年；《大学德语》（1-4册）张书良、赵仲、顾世渊，高等教育出版社，1994年；法语《新大学法语》（1-3册）李志清主编，高等教育出版社，2004年。
注意了，星火英语语言学考点精梳与精练考研的概念总结特别好，二外考法语的必备考研法语，现有所有考试的真题与答案，绝对真题，03-13年二外法语，翻译与写作，英语语言学，英美文学也有，去浙大玉泉校区买的，真心贵，现在可以低价转售，电子版拍的和复印版都ok哦QQ：2要的话赶紧咯。
总结主要问题：1、报考外语学院博士、硕士研究生，在哪里可以看到参照书目，能买到历年真题吗？教育部规定各招生单位不再公布参照书目，我院博士硕士研究生入学考试也不再指定参照书目。
硕士研究生考生如果需要，可浏览外语学院——研究生教育——常用信息——2012年外语学院全日制硕士生招生目录（含参照书目），以原指定的参照书为参照。
现在浙大研究生院不再提供历年试题。
2、外语学院研究生招生有哪些类型？外语学院研究生招生有全日制博士研究生(含英语语言文学、外国语言学及应用语言学、俄语语言文学、德语语言文学四个二级学科)、全日制科学学位硕士研究生、全日制专业学位硕士研究生（英语笔译硕士研究生）、在职攻读专业硕士学位（教育硕士研究生）等类型。
学科教学硕士(英语类)
学科教学硕士(英语类)
摘要：
一、学科教学硕士(英语类) 简介
1.定义与背景
2.培养目标
3.就业方向
二、学科教学硕士(英语类) 课程设置
1.必修课程
2.选修课程
三、学科教学硕士(英语类) 申请条件
1.学术背景要求
2.语言能力要求
3.其他申请材料
四、学科教学硕士(英语类) 的就业前景
1.就业领域
2.职业发展
3.薪资待遇
正文：
学科教学硕士(英语类) 是一个针对英语学科教学的专业硕士学位。
该学位旨在培养具有扎实英语语言基础、熟悉英语教学理论及方法、具备一定教育科研能力的人才。
学科教学硕士(英语类) 毕业生主要就业方向为中小学英语
教师、教育培训机构英语教师及教育管理人员等。
学科教学硕士(英语类) 的课程设置包括必修课程和选修课程。
必修课程主要包括英语语言知识与技能、英语教学理论与方法、教育心理学、教育科学研究方法等。
选修课程则根据不同学校的特色和教育需求进行设置，如英语文学、英语语言学、英语翻译、英语写作等。
申请学科教学硕士(英语类) 需要具备一定的学术背景和语言能力。
通常要求申请者具有英语、教育或相关专业的本科学历，以及良好的英语听说读写能力。
此外，申请者还需要提交个人陈述、推荐信等材料。
毕业生在取得学科教学硕士(英语类) 学位后，可在中小学、教育培训机构、教育管理部门等场所从事英语教学工作。
随着教育行业的发展，英语教师的需求持续增长，因此学科教学硕士(英语类) 毕业生的就业前景较为广阔。
在职业发展方面，教师可以通过经验积累和职称评定不断提升自己的地位和薪资待遇。
在职联考考试科目及考试大纲
045200
体育硕士
体育硕士专业学位研Байду номын сангаас生
入学资格考试
《体育硕士专业学位研究生入学资格全国联考考试大纲及指南》（北京体育大学出版社，2013版）
105300
公共卫生硕士
外国语
《在职攻读硕士学位全国联考英语（日语、俄语）考试大纲》（科学技术文献出版社）
公共卫生综合
《公共卫生硕士（MPH）专业学位联考考试大纲及考试指南（2013）》（北京大学医学出版社）
045100
教育硕士
外国语
《在职攻读硕士学位全国联考英语（日语、俄语）考试大纲》（科学技术文献出版社）；
其中，学科教学（英语）专业方向使用《在职攻读教育硕士专业学位全国统一（联合）考试大纲（英语二）》（北京师范大学出版社）
教育学和心理学综合
《在职攻读教育硕士专业学位全国统一（联合）考试大纲及指南》（教育学、心理学）
940100
示范性软件学院软件工程领域工程硕士
940200
高级管理人员工商管理硕士
招生单位自行组织考试
请咨询各招生单位
在职联考考试科目及考试大纲
在职联考一般每年10月底举行，以下是在职联考考试科目及考试大纲，仅供参考。
代码
类别
联考科目
考试大纲
035100
法律硕士
外国语
《在职攻读硕士学位全国联考英语（日语、俄语）考试大纲》（科学技术文献出版社）
专业综合
《2013年在职攻读法律硕士专业学位研究生招生联考专业综合考试大纲》（中国人民大学出版社，2013版）
公共管理综合能力测试
《公共管理硕士（MPA）专业学位联考考试大纲》（中国人民大学出版社，2013版）
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2001年在职攻读硕士学位全国联考教育硕士英语二试题册 考生须知 1、选择题（第01-40题）的答案必须用2B铅笔填涂在答题卡上。用其他笔填涂的答案或填涂在试题册上的答案无效。 2、选择题答案选出后，必须用2B铅笔在答题卡上相应的选中项上划一横线，如：[A][B][C][D]。划线要粗，要有一定浓度。修改时，必须用橡皮擦净后，再填涂其他选项。 3、其他题（翻译和写作）一律用蓝色或黑色钢笔或圆珠笔在答题纸上按规定的要求作答。凡做在试题册上或未做在指定位置的答案无效。 4、本考试时间为3小时。
Section I Use of English (10%) Read the following text. Choose the best word or phrase for each numbered blank and ma,A, B, C or D on ANSWER SHEET 1 (客观答题卡:). We suffer from a conspicuous lack of role models and shared causes. This is 01 ofreason, I think, that many young Asian-Americans continue to assimilate quietly into America2 as doctors, scientists and engineers. Our struggles are individual and familial but __03communal or political. Ours is a frustratingly limited version of the AMERICAN DrearrWhile I can strive for 04 into Harvard and become the talk of the Korean mothers in mlhometown, God forbid that I aim much further and higher than that -- 05 fame antinfluence as a writer, an intellectual or perhaps president of the United States. I wish more than anything else to feel like part of something 06 than myself and m~personal ambitions, part of a larger culture. Unfortunately, by coming to America my parent.,07_ the cultural legacy they would have passed on to me. When I visited 08 last summer, found that I was 09 and chastised by many people for never learning how to speak Koreanand for turning my 10 on their culture. Taxi drivers would 11 to stop for me and my Korean-American friends because they knew from our 12 where we had come from. And 13 , in spite of the 17 years I have spent in this country, I feel more acutely consciousthan ever of the fact that I am not completely 14. Recently, a black man called me a "littleChinese faggot" in a men's room, and a 15 woman on the street told me to "go back toJapan." Americans, I think, feel a(n) 16 to keep both Asians and Asian-Americans at asociological, philosophical and geographical distance. With 17_ numbers of Asian-American18 applying to top colleges, many white students have begun to complain about Asian-American 19 and competitiveness, calling us "Asian nerds." Many Americans consider thisas part of a larger "Asian invasionf associated 20 Japan's export success in America.
01. [A] one [B] part [C] much [D] some 02. [A] country [B] city [C] land [D] society 03. [A] hardly [B] frequently [C] approximately [D] always 04. [A] scholarship [B] citizenship [C] admittance [D] integration 05. [A] toward [B] near [C] between [D] among 06. [A] more [B] better [C] larger [D] longer 07. [A] sold [B] maintained [C] memorized [D] sacrificed 08. [A] Japan [B] China [C] Korea [D] Thailand 09. [A] scorned [B] respected [C]surprised [D] ignored 10. [A] side [B] head [C] eyes [D] back 11. [A] like [B] refuse [C] straggle [D] want 12. [A] skin [B] clothes [C] faces [D] politeness 13. [A] also [B] so [C] yet [D] then 14. [A] hated [B] ignored [C] treated [D] welcome 15. IAI homeless [B] careless [C] selfless .[D] shameless 16. [A] fear [B] need [C] interest [D] hate 17. [A] growing [B] expanding [C] developing [D] enlarging 18. [A] people [B] residents [C] students [D] foreigners 19. ,[Al diligence [B] laziness [C] hardship [D] stubbornness 20. [A] for [B] to [C] with [D] at
gection II Reading Comprehension (60%) Part A (40 %) Read the following texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1 (客观答题卡).
Text 1 InfraGard is a grass-roots effort to respond to the need for cooperation and collaboration n countering the threat of cybercrime and terrorism to private businesses and the government. ~y the end of September, there will be InfraGard chapters in all 50 states, Calloway said. With advice from the FBI, each local chapter will be run by a board of directors that includes members of private industry, the academic community and public agencies. Banks,utilities, and other businesses and government agencies will use a secure Web site to share nformation about attempts to hack into their computer networks. Members can join the system !t no charge. A key feature of the system is a two-pronged method of reporting attacks. A "sanitized"description of a hacking attempt or other incident - one that doesn't reveal the name or ensitive information about the victim- can be shared with the other members to spot trends. ?hen a more detailed description also can be sent to the FBI's computer crimes unit to ietermine if there are grounds for an investigation. Cybercrime has jumped in recent years across the nation, particularly in hotbeds of financial cormmerce and technology like Charlotte. "Ten years ago, all you needed