2021年河南考研英语考试真题卷（7）.docx

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1、2021年河南考研英语考试真题卷（7）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.There (1) not one type of reading but several according to your reasons for reading. To read efficiently, you have to (2) your reading speed and technique (3) your aim (4) reading. Skimming is a technique

2、necessary for quick and efficient reading.When skimming, you (5) the reading (6) quickly in order to get the (7) of it, to know how it is organized, (8) an idea of the tone or the intention of the writer. Skimming is (9) an activity which (10) an overall view of the text and (11) a definite reading

3、competence.Skimming doesn’ t need reading all the material, but it doesn’ t mean that it is an (12) skill for the lazy, because it need a high degree of alertness and concentration.When you read, you usually start with (13) understanding and move towards detailed understanding rather tha

4、n working the other way round. But (14) is also used after you have already carefully studied and you need to (15) the major ideas and concepts.In order to be able to skim quickly and (16) through a text, you should know where to to6k for what you want. In preview skimming you read the introductory

5、information, the headings and subheadings, and the summary, if one is provided. (17) this skimming, decide whether to read the material more thoroughly, and select the appropriate speed (18) to read.The same procedure (19) for preview skimming could also be used to get an overview. Another method wo

6、uld be to read only key words. This is done by omitting the unnecessary words, phrases, and sentences.In order to skim efficiently and fulfill your purpose, (20) practice is necessary.7（）AadaptBadoptCchangeDadept2.There (1) not one type of reading but several according to your reasons for reading. T

7、o read efficiently, you have to (2) your reading speed and technique (3) your aim (4) reading. Skimming is a technique necessary for quick and efficient reading.When skimming, you (5) the reading (6) quickly in order to get the (7) of it, to know how it is organized, (8) an idea of the tone or the i

8、ntention of the writer. Skimming is (9) an activity which (10) an overall view of the text and (11) a definite reading competence.Skimming doesn’ t need reading all the material, but it doesn’ t mean that it is an (12) skill for the lazy, because it need a high degree of alertness and co

9、ncentration.When you read, you usually start with (13) understanding and move towards detailed understanding rather than working the other way round. But (14) is also used after you have already carefully studied and you need to (15) the major ideas and concepts.In order to be able to skim quickly a

10、nd (16) through a text, you should know where to to6k for what you want. In preview skimming you read the introductory information, the headings and subheadings, and the summary, if one is provided. (17) this skimming, decide whether to read the material more thoroughly, and select the appropriate s

11、peed (18) to read.The same procedure (19) for preview skimming could also be used to get an overview. Another method would be to read only key words. This is done by omitting the unnecessary words, phrases, and sentences.In order to skim efficiently and fulfill your purpose, (20) practice is necessa

12、ry.17（）AglobalBuniversalCunilateralDpartial3.There (1) not one type of reading but several according to your reasons for reading. To read efficiently, you have to (2) your reading speed and technique (3) your aim (4) reading. Skimming is a technique necessary for quick and efficient reading.When ski

13、mming, you (5) the reading (6) quickly in order to get the (7) of it, to know how it is organized, (8) an idea of the tone or the intention of the writer. Skimming is (9) an activity which (10) an overall view of the text and (11) a definite reading competence.Skimming doesn’ t need reading al

14、l the material, but it doesn’ t mean that it is an (12) skill for the lazy, because it need a high degree of alertness and concentration.When you read, you usually start with (13) understanding and move towards detailed understanding rather than working the other way round. But (14) is also us

15、ed after you have already carefully studied and you need to (15) the major ideas and concepts.In order to be able to skim quickly and (16) through a text, you should know where to to6k for what you want. In preview skimming you read the introductory information, the headings and subheadings, and the

16、 summary, if one is provided. (17) this skimming, decide whether to read the material more thoroughly, and select the appropriate speed (18) to read.The same procedure (19) for preview skimming could also be used to get an overview. Another method would be to read only key words. This is done by omi

17、tting the unnecessary words, phrases, and sentences.In order to skim efficiently and fulfill your purpose, (20) practice is necessary.18（）ArequiresBrequestsCrequitesDrequisite4.There (1) not one type of reading but several according to your reasons for reading. To read efficiently, you have to (2) y

18、our reading speed and technique (3) your aim (4) reading. Skimming is a technique necessary for quick and efficient reading.When skimming, you (5) the reading (6) quickly in order to get the (7) of it, to know how it is organized, (8) an idea of the tone or the intention of the writer. Skimming is (

19、9) an activity which (10) an overall view of the text and (11) a definite reading competence.Skimming doesn’ t need reading all the material, but it doesn’ t mean that it is an (12) skill for the lazy, because it need a high degree of alertness and concentration.When you read, you usuall

20、y start with (13) understanding and move towards detailed understanding rather than working the other way round. But (14) is also used after you have already carefully studied and you need to (15) the major ideas and concepts.In order to be able to skim quickly and (16) through a text, you should kn

21、ow where to to6k for what you want. In preview skimming you read the introductory information, the headings and subheadings, and the summary, if one is provided. (17) this skimming, decide whether to read the material more thoroughly, and select the appropriate speed (18) to read.The same procedure

22、(19) for preview skimming could also be used to get an overview. Another method would be to read only key words. This is done by omitting the unnecessary words, phrases, and sentences.In order to skim efficiently and fulfill your purpose, (20) practice is necessary.19（）Aa number ofBan amount ofCmany

23、Da few5.Text 1The subject of my study is a woman who is initiating social change in a small region in Texas. The women are Mexican Americans who are, or were, migrant agricultural workers. There is more than one kind of innovation at work in the region, of course, but I have chosen to focus on three

24、 related patterns of family behavior.The pattern I lifestyle represents how migrant farm workers of all nationalities lived in the past and how many continue to live. I treat this pattern as a baseline with which to compare the changes represented by pattern II and III. Families in pattern I work an

25、d travel in ex tended kin units, with the eldest male occupying the position of authority. Families are large7 Eight or nine children are not unusual And all members are economic contributors in this strategy of family migration. Families in pattern II manifest some differences in behavior while sti

26、ll maintaining aspects of pattern I. They continue to migrate but on a reduced scale, often modifying their schedules of migration to allow children to finish the school year. Parents in this pattern often find temporary local jobs as checkers to make up for lost farming income. Pat tern families us

27、ually have fewer children than do pattern families.The greatest amount of change from pattern I, however, is in pattern III families, who no longer migrate at all. Both parents work full time in the area and have an average of three children. Children attend school for the entire year. In pattern ,

28、the women in particular create new roles for themselves for which no local models exist. They not only work full time but may, in addition, return to school. They also assume a greater responsibility in family decisions than do women in the other patterns. Although these women are in the minority am

29、ong residents of the region, they serve as role models for others, causing moderate changes to spread in their communities.Now opportunities have continued to be determined by pre-existing values. When federal jobs became available in the region, most involved working under the direction of female p

30、rofessionals such as teachers or nurses. Such positions were unaccepted to many men in the area because they were not accustomed to being subordinate to women. Women therefore took the jobs, at first, because the income was desperately needed. But some of the women decided to stay at their jobs, at

31、first, after the family’ s distress. was over. These women enjoyed their work, its responsibility, and the companionship of fellow women workers. The steady, relatively high income allowed their families to stop migrating. And, as the benefits to these women became increasingly apparent, they

32、and their families became even more willing to consider changes in their lives that they would not have considered before.Which of the following titles best reflects the main focus of the passage（）AA Survey of Three Mexican - American Families at Work in Texas.BInnovative Career Women: Effects on Fa

33、mily Unity.CChanges in the Life - styles of Migrant Mexican - American Families.DFarming of Family: The Unavoidable Choice for Migrant Farm Workers.6.Text 1The subject of my study is a woman who is initiating social change in a small region in Texas. The women are Mexican Americans who are, or were,

34、 migrant agricultural workers. There is more than one kind of innovation at work in the region, of course, but I have chosen to focus on three related patterns of family behavior.The pattern I lifestyle represents how migrant farm workers of all nationalities lived in the past and how many continue

35、to live. I treat this pattern as a baseline with which to compare the changes represented by pattern II and III. Families in pattern I work and travel in ex tended kin units, with the eldest male occupying the position of authority. Families are large7 Eight or nine children are not unusual And all

36、members are economic contributors in this strategy of family migration. Families in pattern II manifest some differences in behavior while still maintaining aspects of pattern I. They continue to migrate but on a reduced scale, often modifying their schedules of migration to allow children to finish

37、 the school year. Parents in this pattern often find temporary local jobs as checkers to make up for lost farming income. Pat tern families usually have fewer children than do pattern families.The greatest amount of change from pattern I, however, is in pattern III families, who no longer migrate at

38、 all. Both parents work full time in the area and have an average of three children. Children attend school for the entire year. In pattern , the women in particular create new roles for themselves for which no local models exist. They not only work full time but may, in addition, return to school.

39、They also assume a greater responsibility in family decisions than do women in the other patterns. Although these women are in the minority among residents of the region, they serve as role models for others, causing moderate changes to spread in their communities.Now opportunities have continued to

40、 be determined by pre-existing values. When federal jobs became available in the region, most involved working under the direction of female professionals such as teachers or nurses. Such positions were unaccepted to many men in the area because they were not accustomed to being subordinate to women

41、. Women therefore took the jobs, at first, because the income was desperately needed. But some of the women decided to stay at their jobs, at first, after the family’ s distress. was over. These women enjoyed their work, its responsibility, and the companionship of fellow women workers. The st

42、eady, relatively high income allowed their families to stop migrating. And, as the benefits to these women became increasingly apparent, they and their families became even more willing to consider changes in their lives that they would not have considered before.All of the following statements abou

43、t pattern children express differences EXCEPT（）Athey migrate for part of each yearBthey spend less time contributing to family incomeCthey spend more months on schoolDtheir parents sometimes work at jobs rather than fanning7.Text 1The subject of my study is a woman who is initiating social change in

44、 a small region in Texas. The women are Mexican Americans who are, or were, migrant agricultural workers. There is more than one kind of innovation at work in the region, of course, but I have chosen to focus on three related patterns of family behavior.The pattern I lifestyle represents how migrant

45、 farm workers of all nationalities lived in the past and how many continue to live. I treat this pattern as a baseline with which to compare the changes represented by pattern II and III. Families in pattern I work and travel in ex tended kin units, with the eldest male occupying the position of aut

46、hority. Families are large7 Eight or nine children are not unusual And all members are economic contributors in this strategy of family migration. Families in pattern II manifest some differences in behavior while still maintaining aspects of pattern I. They continue to migrate but on a reduced scal

47、e, often modifying their schedules of migration to allow children to finish the school year. Parents in this pattern often find temporary local jobs as checkers to make up for lost farming income. Pat tern families usually have fewer children than do pattern families.The greatest amount of change fr

48、om pattern I, however, is in pattern III families, who no longer migrate at all. Both parents work full time in the area and have an average of three children. Children attend school for the entire year. In pattern , the women in particular create new roles for themselves for which no local models e

49、xist. They not only work full time but may, in addition, return to school. They also assume a greater responsibility in family decisions than do women in the other patterns. Although these women are in the minority among residents of the region, they serve as role models for others, causing moderate changes to spread in their communities.Now opportunities have continued to be determined by pre-existing values. When federal jobs became available in the reg