2019考研英语二真题及参考答案解析启航考研.docx

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1、2019全国研究生考试英语二真题及参考答案解析Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)Weighing yourself regularly is a wonderful way to stay aware of any significant weight fluctuations. 1 , when done

2、too often, this habit can sometimes hurt more than it 2 .As for me, weighing myself every day caused me to shift my focus from being generally healthy and physically active to focusing 3 on the scale. That was bad to my overall fitness goals. I had gained weight in the form of muscle mass, but think

3、ing only of 4 the number on the scale, I altered my training program. That conflicted with how I needed to train to 5 my goals.I also found weighing myself daily did not provide an accurate 6 of the hard work and progress I was making in the gym. It takes about three weeks to a month to notice signi

4、ficant changes in weight 7 altering your training program. The most 8 changes will be observed in skill level, strength and inches lost.For these 9 , I stopped weighing myself every day and switched to a bimonthly weighing schedule 10 . Since weight loss is not my goal, it is less important for me t

5、o 11 my weight each week. Weighing every other week allows me to observe and 12 any significant weight changes. That tells me whether I need to 13 my training program.I also use my bimonthly weigh-in 14 to get information about my nutrition as well. If my training intensity remains the same, but Im

6、constantly 15 and dropping weight, this is a 16 that I need to increase my daily caloric intake.The 17 to stop weighing myself every day has done wonders for my overall health, fitness and well-being. I am experiencing increased zeal for working out since I no longer carry the burden of a 18 morning

7、 weigh-in. Ive also experienced greater success in achieving my specific fitness goals, 19 Im training according to those goals, instead of numbers on a scale.Rather than 20 over the scale, turn your focus to how you look, feel, how your clothes fit and your overall energy level.1. A. Therefore B. O

8、therwise C. However D. Besides2. A. Cares B. warns C. reduces D. helps3. A. Solely B. occasionally C. formally D. initially4. A. Lowering B. explaining C. accepting D. recording5. A. Set B. review C. reach D. modify6. A. Depiction B. distribution C. prediction D. definition7. A. Regardless of B. asi

9、de from C. along with D. due to8. A. Rigid B. precise C. immediate D. orderly 9. A. judgments B. reasons C. methods D. claims10. A. Though B. again C. indeed D. instead11. A. Track B. overlook C.conceal D. report12. A. Approval of B. hold onto C. account for D. depend on13. A. Share B. adjust C. con

10、firm D. prepare14. Features B. rules C. tests D. results15. A. Anxious B. hungry C. sick D. bored16. A. Secret B. belief C. sign D. principle17. A. Necessity B. decision C. wish D. request18. A. Surprising B. restricting C. consuming D. disappointing19. A. Because B. unless C. until D. if20. A. Domi

11、nating B. puzzling C. triumphing D. obsessingSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1A few years ago, researchers in Germany set out to plumb

12、 the moral consciences of small children. They invited a series of 2- and 3-year-olds to play with a marble track in a lab. Close to the trackinauspiciously closewas a block tower that one of the adult experimenters claimed to have painstakingly constructed. Just before turning her back, she asked t

13、hem not to damage it.Needless to say, the game was rigged. After a few runs, a marble would knock over part of the tower, at which point the experimenter responded with what the resulting journal article described as a “mildly sad” tone. “Oh no,” she would say, then ask what had happened. In some ve

14、rsions of the experiment, the child seemed to be to blame; in others, an adult who was helping with the experiment toppled the tower. The kids reactions revealed a lot about how social-emotional development progresses during these key years. While many of the 2-year-olds seemed sympathetic to the re

15、searchers plight, the 3-year-olds went beyond sympathy. When they believed that theyd caused the accident, they were more likely than the 2-year-olds to express regret and try to fix the tower. In other words, the 3-year-olds behavior varied depending on whether they felt responsible.Their actions,

16、according to Amrisha Vaish, the University of Virginia psychology researcher who led the study, demonstrate “the beginnings of real guilt and real conscience.” Vaish is one of a number of scholars studying how, when, and why guilt emerges in children. Unlike so-called basic emotions such as sadness,

17、 fear, and anger, guilt emerges a little later, in conjunction with a childs growing grasp of social and moral norms. Children arent born knowing how to say “Im sorry”; rather, they learn over time that such statements appease parents and friendsand their own consciences. This is why researchers gen

18、erally regard so-called moral guilt, in the right amount, to be a good thing: A child who claims responsibility for knocking over a tower and tries to rebuild it is engaging in behavior thats not only reparative but also prosocial.In the popular imagination, of course, guilt still gets a bad rap. It

19、 evokes Freuds ideas and religious hang-ups. More important, guilt is deeply uncomfortableits the emotional equivalent of wearing a jacket weighted with stones. Who would inflict it upon a child? Yet this understanding is outdated. “There has been a kind of revival or a rethinking about what guilt i

20、s and what role guilt can serve,” Vaish says, adding that this revival is part of a larger recognition that emotions arent binaryfeelings that may be advantageous in one context may be harmful in another. Jealousy and anger, for example, may have evolved to alert us to important inequalities. Too mu

21、ch happiness (think mania) can be destructive.And guilt, by prompting us to think more deeply about our goodness, can encourage humans to atone for errors and fix relationships. Guilt, in other words, can help hold a cooperative species together. It is a kind of social glue.Viewed in this light, gui

22、lt is an opportunity. Work by Tina Malti, a psychology professor at the University of Toronto, suggests that guilt may compensate for an emotional deficiency. In a number of studies, Malti and others have shown that guilt and sympathy (and its close cousin empathy) may represent different pathways t

23、o cooperation and sharing. Some kids who are low in sympathy may make up for that shortfall by experiencing more guilt, which can rein in their nastier impulses. And vice versa: High sympathy can substitute for low guilt.In a 2014 study, for example, Malti and a colleague looked at 244 children, age

24、s 4, 8, and 12. Using caregiver assessments and the childrens self-observations, they rated each childs overall sympathy level and his or her tendency to feel negative emotions (like guilt and sadness) after moral transgressions. Then the kids were handed stickers and chocolate coins, and given a ch

25、ance to share them with an anonymous child. For the low-sympathy kids, how much they shared appeared to turn on how inclined they were to feel guilty. The guilt-prone ones shared more, even though they hadnt magically become more sympathetic to the other childs deprivation.“Thats good news,” Malti s

26、ays. “We can be prosocial because of our empathetic proclivity, or because we caused harm and we feel regret.”Malti describes guilt as a self-directed emotion, elicited when you act in a way thats out of keeping with your conscience. Sympathy and empathy are other-directed. A child who isnt inclined

27、 to feel bad for a classmate whose toy car she stole might nevertheless feel uncomfortable with the idea of herself as a thiefand return the toy. Guilt can include sympathy, Malti says, but it doesnt have to. Shes agnostic about which of the two paths children take, so long as they treat one another

28、 well.This is a provocative idea at a moment when parents and educators have come to almost fetishize empathywhen a childs ability to put herself in anothers shoes seems like the apex of goodness. Parents encourage children to consider how their peers feel when they dont share their toys. Preschool

29、teachers instruct students to consider one another “friends,” implying that good behavior is predicated on affection. Elementary schools base anti-bullying curricula around altruistic concepts like love and kindness.When it comes to helping kids manage relationships and tamp down aggression, “school

30、s and programs have almost exclusively focused on empathy promotion,” Malti says. “I think its incredibly important to nurture empathy, but I think its equally important to promote guilt.”If you still find the idea of guilting your child unpalatable, keep in mind that were talking about a very speci

31、fic kind of guilt. This is not telling your child that her disobedience proves shes unworthy, or describing how painful it was to give birth to her. This is not pressuring your grown son or daughter to hurry up and have babies before you die. In short, this is not your grandmothers guilt-trip.You do

32、nt want a child to feel bad about who she is (thats called shaming) or responsible for things outside her control (which can give rise to maladaptive or neurotic guilt; see the child who feels guilty for her parents divorce). Malti points out that a childs age and disposition are also important cons

33、iderations; some may be temperamentally guilt-prone and require a lighter touch. The point is to encourage both goodness and resilience. We all make mistakes, and ideally we use them to propel ourselves toward better behavior.Proper guilting connects the dots between your childs actions and an outco

34、mewithout suggesting anything is wrong or bad about herand focuses on how best to repair the harm shes caused. In one fell swoop it inspires both guilt and empathy, or what Martin Hoffman, an emeritus professor at NYU known for his extensive work on empathy, has termed “empathy-based guilt.” Indeed,

35、 you may already be guilting your child (in a healthy way!) without realizing it. As in: “Look, your brother is crying because you just threw his Beanie Boo in the toilet.” Hopefully, the kid is moved to atone for her behavior, and a parent might help her think through how to do that.Work by Renee P

36、atrick, a psychology professor at the University of Tampa, shows that its important for parents to express themselves in a warm and loving way: A parent who seems chastising or rejecting can induce anxiety in a child, and do nothing to encourage healthy behavior. Patricks work also shows that kids w

37、hose parents used a strategy intended to elicit “empathy-based guilt” during their adolescence tended to see moral concepts like fairness and honesty as more central to their sense of themselves. (A related technique thats been found effective in adolescents involves what Patrick calls “parental exp

38、ression of disappointed expectations”which is as harrowing as it sounds.)Joan Grusec, a psychologist and researcher in parenting and childrens development, and a colleague of Maltis at the University of Toronto, says its important to make the what-you-can-do-about-it part a discussion between parent

39、 and child, instead of a sermon. Forcing a child to behave morally may prevent her from internalizing the lesson youre trying to impart. And, she says, such a conversation may work better “once everybody has simmered down,” rather than in the heat of a dispute. She points to research on what academi

40、cs call reminiscence, which suggests that discussing a transgression after the fact may better help children understand what they did wrong.Of course, knowing when to feel bad and what to do about it are things we could all benefit from. Maltis research may focus on kids, but guilt is a core human e

41、motionan inevitability for people of every age. And she believes that it has the potential to be especially helpful now, in a world that is growing more divided and atomized.She argues that guilt may have the ability to bring us together, not despite but because of its focus on the self. The proposi

42、tion is radical. What if the secret to treating one another better is thinking about ourselves not less, but more?21. Researchers think that guilt can be a good thing because it may help_.A. regulate a childs basic emotions B. improve a childs intellectual ability C. intensify a childs positive feel

43、ings D. foster a childs moral development 22. According to Paragraph 2, many people still guilt to be _.A. deceptive B. addictive C. burdensome D. inexcusable 23. Vaish holds that the rethinking about guilt comes from an awareness that_.A. an emotion can play opposing roles B. emotions are socially

44、constructive C. emotional stability can benefit health D. emotions are context -independent 24. Malti and others have shown that cooperation and sharing_.A. may help correct emotional deficienciesB. can bring about emotional satisfactionC. can result from either sympathy or guiltD. may be the outcom

45、e of impulsive acts25. The word “transgressions” (line4 para5) is closest in meaning to_.A. wrongdoings B. discussionsC. restrictionsD. teachingsText 2Forests give us shade, quiet and one of the harder challenges in the fight against climate change. Even as we humans count on forests to soak up a go

46、od share of the carbon dioxide we produce, we are threatening their ability to do so. The climate change we are hastening could one day leave us with forests that emit more carbon than they absorb.Thankfully, there is a way out of this trapbut it involves striking a subtle balance. Helping forests f

47、lourish as valuable carbon sinks long into the future may require reducing their capacity to sequester carbon now. California is leading the way, as it does on so many climate efforts, in figuring out the details.The states proposed Forest Carbon Plan aims to double efforts to thin out young trees and clear brush in parts of the forest, including by controlled burning. This temporarily lowers carbon-carrying capacity. But the remaining trees draw a greater s