2021年北京考研英语考试真题卷.docx

2021年北京考研英语考试真题卷本卷共分为1大题50小题，作答时间为180分钟，总分100分，60分及格。一、单项选择题（共50题，每题2分。每题的备选项中，只有一个最符合题意） 1.According to the passage, "things formerly judged to be best left unsaid" (Line 2, Para. 1) probably refers to _Acriticisms that shape everyone's experienceBthe opinions which contradict the established beliefsCthe tendencies that help the newcomers to see office matters with a fresh eyeDthe ideas which usually come up with new ways of management in the organization 2.Which of the following is not mentioned in relation to IQ_Amental ratioBmental ageCchronological ageDdate of birth 3.Binet used a large number of children in his tests because he wanted to find out_Awho was the brightBwho was the dullCa normDwhat a bright child is 4.Which of the following is the closest in meaning to ' norm' ( Para. 1, line 3 ) _AstandardBmarkCmeasureDintelligence 5.The IQ is_Athe mental age divided by the chronological age and multiplied by a hundredBthe mental age multiplied by the chronological age and divided by one hundredCthe chronological age divided by the mental age and multiplied by one hundredDthe average age divided by the mental age and multiplied by a hundred 6.Some landlords made agreements comparatively favourable to farmers in that they wanted to _Apay more rentBfarm new landCbe feudalizedDwork harder 7.It is difficult to describe the countryside during the period under consideration, partly because the inhabitants_Aoften did not fit the conformity of their societyBsometimes changed their system of lifeCmove around too much for us to study properlyDleft no documents 8.By 1350, when compared with three hundred years earlier, Europeans had, according to the passage,_Amade several geographical discoveriesBcut down more trees and expanded the fanningCmade their territory 'largerDdug more canals to water the land 9.The tenant of the large estates is to_Aleave their land and settle in the townBtreat their tenants badlyCwrite down information about their landsDwork on the land by themselves 10.Expansion in Europe between 1350 and 1450_Awas less than in the three hundred years up to 1350Bwas considerableCcontinued at roughly the same rate as beforeDwas more than that from 1000 to 1350 11.According to the text what is the best for both parents and children_AThey should adjust themselves to sharing the family expensesBChildren should leave their parents when they are grown upCAdult children should visit their parents from time to timeDParents should support their adult children when they are in trouble 12.One of the disadvantages of young adults returning to stay with their parents is that_Athe young adults tend to be overprotected by their parentsBmost parents find it difficult to keep a bigger family goingCthere will inevitably be inconveniences in everyday lifeDpublic opinion is against young adults staying with their parents 13.By saying that "And aging parents,., find themselves stuck with responsibilities" ( Line 3 - 5, Para. 4), the author means that_AParents have some financial and personal freedomBChildren have not any financial and personal freed6mCParents have to continue supporting their childrenDChildren have responsibilities to support their parents 14.According to the text, there was once a 'trend in the U. S._Afor middle class young adults to stay with their parentsBfor young adults to leave their parents and live independentlyCfor married young adults to move back home after a lengthy absenceDfor young adults to get jobs nearby in order to live with their parents 15.Which of the following is not the reason for young adults returning to the nest_AYoung adults find housing costs too highBQuite a number of young adults attend local schoolsCYoung adults seek parental comfort and moral supportDYoung adults are psychologically and intellectually immature 16.Section Reading 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 ANSWER SHEET 1. Text 1 All too often., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers-on the front line of education-don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors-and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much-on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.In Craig Howley's opinion, prospective teachers should（）Alearn mom about pedagogy.Bbe active on the front line of education.Ctake more courses in liberal arts.Dlearn from their counterparts majored in science.17.Section Reading 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 ANSWER SHEET 1. Text 1 All too often., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers-on the front line of education-don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors-and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much-on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.It can be inferred from the last two paragraphs that（）Athe brightest students will choose to work as teachers.Bteachers will read academic books in their spare time.Cteachers play key roles in building intellectual culture.Dthe social status of American teachers is quite high nowadays.18.Section Reading 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 ANSWER SHEET 1. Text 1 All too often., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers-on the front line of education-don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors-and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much-on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.According to Hofstadter, American teachers（）Aserve as models to the intellectual life.Bare not active in their intellectual life.Conly work as adequate workman.Dplay an very important role in the society.19.Section Reading 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 ANSWER SHEET 1. Text 1 All too often., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers-on the front line of education-don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors-and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much-on average, just 3.2 bo