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.docx》由会员分享，可在线阅读，更多相关《2021年北京考研英语考试真题卷.docx（62页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、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 everyones experienceBthe opinions which contradict the established beliefsC

2、the 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 numb

3、er 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 ag

4、e 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 comparative

5、ly 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 syste

6、m 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 canal

7、s 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

8、 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 child

9、ren 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

10、 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 f

11、inancial 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 thei

12、r 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_AYoun

13、g 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 que

14、stions 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 intel

15、lectual 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 communi

16、cate 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 teach

17、ers 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

18、 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 teac

19、hers’ 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 book

20、s 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 ofte

21、n 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 Mei

22、er, 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 Howleys opinion, prospective teachers should（）Alearn mom about pedagogy.Bbe

23、 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 SH

24、EET 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

25、 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 bo

26、ok, 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 s

27、cience 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

28、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

29、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 a

30、bout 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

31、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

32、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 tim

33、e.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 SHE

34、ET 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

35、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 boo

36、k, 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 sc

37、ience 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 i

38、s 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 v

39、ery 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 ab

40、out 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 t

41、heir 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 t

42、he 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.Dpla

43、y 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 teache

44、r 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

45、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 School

46、s, 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 ap

47、pears, 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