1162英语2(2)201201

2012年自考英语二Unit2Unit 2 Mistake to SuccessA Famous QuoteSuccess is going from failure to failure without losing your enthusiasm.——Winston Churchill 成功就是经历一次一次失败后，热情依旧。

——温斯顿·丘吉尔TEXT A Spilt MilkNew Wordsspill （spilt）v.（使）洒出，泼出，溢出respond v.作出反应，响应interview v.（媒体）采访；访问; 面试creative adj. 创造（性）的；创作的occur v. 发生；出现remove v.移开；拿开；去掉refrigerator n.冰箱grip n.紧握；紧抓slippery adj.滑的；滑的抓不住（或站不稳，难以行走）的content n.所容纳之物；所含之物veritable adj.十足的；名副其实的；不折不扣的yell v.喊；大喊；吼叫lecture n.（冗长的）教训，训斥，谴责mess n.肮脏；杂乱；不整洁rarely adv. 罕有；很少；不常puddle n.水洼；小水坑eventually adv.最后；终于restore v.使复原；使复位，使复职sponge n.海绵块effectively adv.有效的tiny adj. 极小的；微小的discover v.查明；发现grasp v.抓紧；抓牢lip n.边，边沿renowned adj. 有名的；闻名的；受尊敬的remark v.谈论；评论opportunity n.机会；时机scientific adj.科学（上）的；关于科学的valuable adj. 很有用的；很重要的；宝贵的Phrases and Expressionsin this manner 用这种方式set …apart from区别；使与众不同重点词汇讲解spill v.（使）洒出，泼出，溢出eg: The ink spilt all over the desk. 墨水洒了一桌子。

Unit1 The power of LanguageText A Critical Reading一、单词和短语词组Critical reading applies to non-fiction writing in which puts forth a position or seeks to make a statement.1.critical [ˈkrɪtɪkl] adj 有判断力的；判断公正（或审慎）的2.apply to 使用；应用3.non-fiction 纪实文学4.put forth提出;产生5.position 观点，态度，立场6.statement 说明，说法，表态Critical reading involves questioning and evaluating what the author is saying.1.involve [ɪnˈvɒlv] 及物动词包含; 使参与，牵涉; 围绕，缠绕; 使专心于;2.question 动词表示疑问；怀疑questioning 形容词怀疑的3.evaluate 动词估计；评价；评估evaluating 是evaluate 的现在分词evaluation 名词评估Consider the context of what is written.context [英][ˈkɒntekst]n.语境; 上下文; 背景; 环境;复数：contextsIn either case ,you must recognize and take into account any differences between your values and attitudes and those represented by the author.不论哪种情况，你必须能搞清楚同时好好考虑你的价值观和态度与作者的不同之处。

1.recognize[英][ˈrekəgnaɪz]vt.承认; 识别; 认出;vi.承认，确认; [法律]具结，立保证书;第三人称单数：recognizes过去分词：recognized现在进行时：recognizing过去式：recognized2.take into account ：考虑到，顾及到3.value[英][ˈvælju:]n.价值，价格; 意义，涵义; 重要性; （邮票的）面值;vt.评价; 重视，看重; 估价，给…定价;第三人称单数：values过去分词：valued复数：values现在进行时：valuing过去式：valued4、represent[英][ˌr e prɪˈzent]Vt.描述，表现，象征; 代表，代理; 扮演; 作为示范;vi.代表; 提出异议;第三人称单数：represents过去分词：represented现在进行时：representing过去式：represented5.attitude[英][ˈætɪtju:d]n.态度; 看法; 姿势; 个人风格;复数：attitudesBefore accepting what is written, be certain that the author provides sufficient support for any assertions made.1.assertion[英][əˈsɜ:ʃn]n.主张; 声称; 使用; 明确肯定;复数：assertions2.sufficient[英][səˈfɪʃnt]adj.足够的; 充足的; 充分的;sufficiently adv.足够地，充分地; 十分，相当;Look for facts, examples, and statistics that provide support. Also , look to see if the author has integrated the work of authorities.1.statistic[英][stəˈtɪstɪk]n.统计量; 统计资料中的一项; （一项）统计数据; （对总体具有代表性的）典型统计论;adj.统计（上）的，统计学（上）的;复数：statistics2.integrate[英][ˈɪntɪgreɪt]vt.使一体化; 使整合; 使完整; 使结合成为整体;vi.成为一体; 结合在一起; 合并; [数学]作积分运算;adj.整体的; 完整的; 完全的; 综合的;第三人称单数：integrates过去分词：integrated现在进行时：integrating过去式：integrated3.authority[英][ɔ:ˈθɒrəti]n.权威; 权力; 学术权威; [复数]当权者;复数：authoritiesLook to see that what is written is consistent with what others have written about the subject. If there are inconsistencies,carefully evaluate the support the author provides for the inconsistencies.1.consistent[英][kənˈsɪstənt]adj.一致的; 连续的; 不矛盾的; 坚持的;最高级：most consistent比较级：more consistentconsistently 副词自始至终be consistent with 与~相符合2.inconsistency[英][ˌɪnkən'sɪstənsɪ]n.不一致，不协调; 前后矛盾，不一贯;复数：inconsistenciesAnalyze assumptions made by the author.assumption[英][əˈsʌmpʃn]n.假定，假设; 承担; 想当然; 采取;复数：assumptionsOnce you identify an assumption ,you must decide whether or not the assumption is valid.identify[英][aɪˈdentɪfaɪ]Vt.找到，发现。

第十一届新课标二级英语第十一届新课标二级英语课程旨在提升学生的英语综合应用能力，包括听、说、读、写四个方面。

以下是课程内容的概述：1. 听力理解：通过多样化的听力材料，如对话、短文、新闻报道等，提高学生的听力理解能力。

课程将教授学生如何捕捉关键信息，理解语境以及推断隐含意义。

2. 口语表达：鼓励学生参与角色扮演、小组讨论和演讲等活动，以提高口语交际能力。

课程将涵盖日常交流、情景对话和公共演讲等不同场景。

3. 阅读理解：通过阅读不同类型的文本，如故事、科普文章、广告等，提升学生的阅读速度和理解力。

课程将教授学生如何快速浏览、寻找信息、分析作者意图和评价文本。

4. 写作技巧：指导学生撰写不同类型的文章，包括叙述文、说明文、议论文等。

课程将教授学生如何组织文章结构、使用恰当的词汇和语法以及进行有效的论证。

5. 语法知识：系统地复习和深化对英语语法的理解，包括时态、语态、从句、非谓语动词等语法点。

6. 词汇积累：通过各种记忆技巧和词汇游戏，帮助学生扩大词汇量，掌握常用词汇的用法。

7. 文化理解：介绍英语国家的文化习俗和社交礼仪，增进学生对英语文化背景的理解。

8. 学习策略：教授学生有效的学习策略，如时间管理、笔记技巧和自我评估方法，以提高自主学习能力。

9. 评估与反馈：定期进行模拟测试，及时给予学生反馈，帮助他们了解自己的强项和需要改进的地方。

10. 技术应用：利用多媒体和网络资源，如在线词典、语言学习软件等，提高学习效率。

通过这些内容的学习，学生将能够在英语语言能力上取得显著进步，并为更高级别的英语学习打下坚实的基础。

Text2Pretty in pink: adult women do not rememer being so obsessed with the colour, yet it is pervasive in our young girls’ lives. Tt is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fuses girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls’ lives and interests.Girls’ attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What’s more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children’s marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defined them as female, at least for the first few critical years.I had not realised how profoundly marketing trends dictated our perception of what is natural to kins, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children’s behaviour: wrong. Turns out, acdording to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing trick by clothing manufacrurers in the 1930s.Trade publications counselled department stores that, in order to increase sales, they should create a “third stepping stone” between infant wear and older kids’ clothes. Tt was only after “toddler”became a common shoppers’ term that it evolved into a broadly ac cepted developmental stage. Splitting kids, or adults,into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.26.By saying "it is...the rainbow"(Line 3, Para.1),the author means pink______.[A]should not be the sole representation of girlhood[B]should not be associated with girls' innocence[C]cannot explain girls' lack of imagination[D]cannot influence girls' lives and interests27.According to Paragraph 2, which of the following is true of colours？[A]Colours are encoded in girls' DNA.[B]Blue used to be regarded as the colour for girls.[C]Pink used to be a neutral colour in symbolising genders.[D]White is prefered by babies.28.The author suggests that our perception of children's psychological development was much influenced by_____.[A]the marketing of products for children[B]the observation of children's nature[C]researches into children's behavior[D]studies of childhood consumption29.We may learn from Paragraph 4 that department stores were advised to_____.[A]focus on infant wear and older kids' clothes[B]attach equal importance to different genders[C]classify consumers into smaller groups[D]create some common shoppers' terms30.It can be concluded that girls' attraction to pink seems to be____.[A] clearly explained by their inborn tendency[B]fully understood by clothing manufacturers[C] mainly imposed by profit-driven businessmen[D]well interpreted by psychological expertsText 3In2010, a federal judge shook America’s biotech industry to its core. Companies had won patents for isolated DNA for decades-by 2005 some 20% of human genes were patented .But in March 2012 a judge ruled that genes were unpatentable. Executives were violently agitated. The Biotechnology Industry Organisation (BIO), a trade group, assured members that this was just a “preliminary step” in a longer battleOn July 29th they were relieved, at least temporarily. A federal appeals court overturned the prior decision, ruling that Muriad Genetics could indeed hold patents to two genes that help forecast a wom an’s risk of breast cancer .The chief executive of Mytiad, a company in Utah, said the ruling was a blessing to firms and patients alike.But as companies continue their attempts at personalised medicine, the courts will remain rather busy. The Myriad case itself is probably not over. Critics make three main arguments against gene patents: a gene is a product of nature, so it may not be patented; gene patents suppress innovation rather than reward it; and patents monopolies restrict access to genetic tests such as Myriads A growing number seem to agree. Last year a federal task-force urged reform for patents related to genetic tests. In October the Department of Justice filed a brief in the Myriad case, arguing that an isolated DNA molecule “is no less a product of nature…than are cotton fibres that have been separated from cotton seeds.”Despite the appeals court’s decision, big questions remain unanswered. For example, it is unclear whether the sequencing of a whole genome violates the patents of individual genes within it. The case may yet reach the Supreme Court.As the industry advances, however, other suits may have an even greater impact. Companies are unlikely to file many more patents for human DNA molecules-most are unlikely patented or in the public domain. Firms are now studying how genes interact, looking for correlations that might be used to determine the causes of disease or predict a drug’s efficacy. Companies are eager to win patents for “connecting the dots,” explains Hans Sauer, a lawyer for the BIO.Their success may be determined by a suit related to this issue, brought by the Mayo Clinic, which the Supreme Court will hear in its next term. The BIO recently held a convention which included sessions to coach lawyer on the shifting landscape for patents. Each meeting was packed.31. It can be learned from Paragraph 1 that the biotech companies would like_____.[A] their executives to be active[B] judges to rule out gene patenting[C] genes to be patentable[D] the BIO to issue a warning32. Those who are against gene patents believe that_____.[A] genetic tests are not reliable[B] only man-made products are patentable[C] patants on genes depend much on innovation[D] courts should restrict access to genetic tests33. According to Hans Sauer , companies are eager to win patents for_____.[A] establishing disease correlations[B] discovering gene interactions[C] drawing pictures of genes[D] identifying human DNA34. By saying“Each meeting was packed”(Line 4,Para.6), the author means that______.[A] the supreme court was authoritative[B] the BIO was a powerful organisation[C] gene patenting was a great concern[D] lawyers were keen to attend conventions35. Generally speaking, the author’s attitude toward gene patenting is______.[A] critical[B] supportive[C] scornful[D] objectiveText 4The great recession may be over, but this era of high joblessness is probably beginning. Before it ends, it will likely change the life course and character of a generation of young adults. And ultimately, it is likely to reshape our politics, our culture, and the character of our society for years.No one tries harder than the jobless to find silver linings in this national economic disaster. Many said that unemployment, while extremely painful, had improved them in some ways: they had become less materialistic and more financially prudent; they were more aware of the struggles of others. In limited respects, perhaps the recession will leave society better off. At the very least, it has awoken us from our national fever dream of easy riches and bigger houses, and put a necessary end to an era of reckless personal spending.But for the most part, these benefits seem thin, uncertain, and far off. In The Moral Consequences of Economic Growth, the economic historian Benjamin Friedman argues that both inside and outside the U.S., lengthy periods of economic stagnation or decline have almost always left society more mean-spirited and less inclusive, and have usually stopped or reversed the advance of rights and freedoms. Anti-immigrant sentiment typically increases, as does conflict between races and classes.Income inequality usually falls during a recession, but it has not shrunk in this one. Indeed, this period of economic weakness may reinforce class divides, and decrease opportunities to cross them - especially for young people. The research of Till Von Wachter, the economic at Columbia University, suggests that not all people graduating into a recession see their life chances dimmed: those with degrees from elite universities catch up fairly quickly to where they otherwise would have been if they had graduated in better times; it is the masses beneath them that are left behind.In the Internet age, it is particularly easy to see the resentment that has always been hidden within American society. More difficult, in the moment, is discerning precisely how these lean times are affecting society’s character. In many respects, the U.S. was more socially tolerant entering this recession than at any time in its history, and a variety of national polls on social conflict since then have shown mixed results. We will have to wait and see exactly how these hard times will reshape our social fabric. But they certainly will reshape it, and all the more so the longer they extend.36. By saying “to find silver linings”(Line 1,Para.2)the author suggests that the jobless try to ___.[A] seek subsidies from the government[B] explore reasons for the unemployment[C] make profit from the troubled economy[D] look on the bright side of the recession37. According to Paragraph 2, the recession has made people___.[A] realize the national dream[B] struggle against each other[C] challenge their prudence[D] reconsider their lifestyle38. Benjamin Friedman believes that economic recessions may___.[A] impose a heavier burden on immigrants[B] bring out more evils of human nature[C] promote the advance of rights and freedoms[D] ease conflicts between races and classes39. The research of Till Von Wachter suggests that in the recession graduates from elite universities tend to___.[A] lag behind the others due to decreased opportunities[B] catch up quickly with experienced employees[C] see their life chances as dimmed as the others[D] recover more quickly than the others40. The author thinks that the influence of hard times on society is _____.[A] certain[B] positive[C] trivial[D] destructive。

2012年新课标2英语2012年新课标2英语课程标准是针对中国高中阶段学生的英语教学标准，旨在提高学生的英语综合应用能力，包括听、说、读、写四个方面。

以下是根据该课程标准生成的相关内容：1. 课程目标：- 培养学生的英语交际能力，使其能够在日常生活和学习中使用英语进行有效沟通。

- 培养学生的跨文化交际意识，了解不同文化背景下的交流方式。

- 提高学生的英语思维能力，能够用英语进行批判性思考和创造性表达。

2. 课程内容：- 听力：通过听力练习，提高学生对英语口语的理解能力。

- 口语：通过角色扮演、辩论、演讲等活动，锻炼学生的英语口语表达能力。

- 阅读：通过阅读不同体裁的文本，提高学生的阅读理解和分析能力。

- 写作：通过写作练习，培养学生的英语书面表达能力，包括记叙文、议论文等。

3. 教学方法：- 采用任务型教学法，让学生在完成任务的过程中学习语言。

- 利用多媒体教学资源，提高教学的互动性和趣味性。

- 鼓励学生进行小组合作学习，培养团队协作精神。

4. 评价方式：- 形成性评价：通过课堂表现、作业完成情况等进行评价。

- 终结性评价：通过期中、期末考试等对学生的英语能力进行综合评价。

5. 课程资源：- 教材：使用符合新课标要求的英语教材，确保内容的新颖性和实用性。

- 辅助材料：包括音频、视频、网络资源等，丰富学生的学习体验。

6. 教师角色：- 教师应作为引导者和促进者，帮助学生发现问题并解决问题。

- 教师应不断更新教学方法，以适应学生的需求和教育技术的发展。

7. 学生发展：- 学生应积极参与课堂活动，主动探索和实践。

- 学生应培养自主学习的能力，利用课外资源进行拓展学习。

8. 课程实施：- 学校应根据新课标要求，合理安排教学计划和课时。

- 教师应根据学生的实际情况，灵活调整教学内容和方法。

通过上述内容的实施，2012年新课标2英语课程旨在全面提升学生的英语素养，为学生未来的学术发展和职业生涯打下坚实的基础。

2012年英语新课标22012年英语新课标2的实施，标志着中国基础教育阶段英语教学的一次重要改革。

这一新课标在教学目标、内容、方法以及评价体系等方面都进行了更新和优化，旨在更好地适应21世纪全球化背景下的教育需求，培养学生的综合语言运用能力。

教学目标新课标明确了英语教学的总目标是培养学生的英语综合运用能力，包括语言知识、语言技能、情感态度、学习策略和文化意识。

强调了学生应该能够在不同的语境中使用英语进行有效交流，并能够通过英语学习了解不同文化，增强跨文化交际能力。

教学内容新课标对教学内容进行了丰富和拓展，包括基础词汇、语法结构、功能意念、话题范围等。

同时，也强调了学习内容的实用性和时代性，鼓励学生学习与日常生活、社会热点、科技发展等相关的英语知识。

教学方法在教学方法上，新课标提倡以学生为中心的教学模式，鼓励教师采用多样化的教学手段，如任务型教学、合作学习、探究学习等，以激发学生的学习兴趣和主动性。

同时，强调了信息技术在英语教学中的应用，提倡利用多媒体和网络资源来丰富教学内容和提高教学效果。

评价体系新课标对评价体系进行了改革，强调评价的多元化和过程性。

除了传统的笔试外，还增加了口语测试、项目作业、自我评价和同伴评价等多种评价方式。

评价的目的是全面了解学生的学习情况，促进学生的全面发展。

教师角色新课标对教师的角色也提出了新的要求，教师不仅是知识的传授者，更是学生学习的引导者和促进者。

教师需要不断更新自己的教学理念和方法，提高自身的专业素养，以适应新课标的要求。

学生发展新课标注重学生的个性化发展和终身学习能力的培养。

鼓励学生根据自己的兴趣和特长选择学习内容和方法，同时培养自主学习和批判性思维的能力。

课程资源新课标提倡充分利用和开发课程资源，包括教科书、教辅材料、网络资源等，以满足不同学生的学习需求。

家校合作新课标还强调了家校合作的重要性，鼓励家长参与到孩子的英语学习中，与学校共同促进学生的英语学习。

总的来说，2012年英语新课标2的实施，为中国的英语教学带来了新的活力和方向，为学生提供了更加全面和深入的英语学习机会。

00015英语二自学方法经验及2012版课文翻译及课后答案完整版零基础学好自考英语二的方法一1 事半功倍。

如果基础不好，报个基础班，可以是PETS三级的基础班，(不要强化班)。

当然要选好一点的培训学校，从头来一遍，考过了PETS三，很多省都可以代替英语二，即使一次考不过，已经知道是怎么回事了，下次再复习(考不过培训学校都免费再读的)就有把握了。

2 自力更生。

如果这钱想省掉，那么就背单词吧，毕竟英语二不考口语，听力考不考我忘记了，音标不认识?就那几个音标嘛，你不是会上网嘛，网上教音标的软件很多，我给你贴了一个在下面。

不怕读不准，人家印度阿三天生音标读不准照样在全世界混，你只要学会了哑巴英语，也达到了你的目的是吗，而且目前国人学英语都是用来看的，极少要说的。

3 学英语最重要的是坚持不懈。

利用记忆的特点，小循环、中循环、大循环。

零基础学好自考英语二的方法二1 买一本英语二教材，如果想考再高分的，可以买，我是买了，但是没用。

可以借别人的过来参考一些。

2 翻看英语二教材中的样卷。

3 了解考试题型，其中作文占30分，分值很大，直接关系到是否能够及格，考生多数为上班族，时间分配，按周做计划，每天看书时间不限。

4 背诵四级单词书两遍，第一遍不需要记住，能记住10%就很不错了，重点是找状态。

第二遍开始再过速度稍慢，词汇量最终能记住40%~50%便可。

5 四级作文书，随便选择十篇作文背诵，背诵后默写，最后能在十五分钟内默写所背诵的作文即可，这十篇反复默写即可。

6 三个月的学习时间足够，考试60分应该没有问题，如果需要再高的分，那就需要系统的，一点一滴的学习了。

零基础学好自考英语二的方法三1 时间允许，要先复习英语(一)，复习的策略是把考试大纲规定的单词背好，涉及到英语(一)的基础语法弄懂，课文就可以不看了。

单词背诵要贯穿始终，每天都要坚持背点，多重复，多回头看，多比较，可以采用联想、口诀、拆分等方法来记忆单词，日积月累才会收到良好效果。

2012年研究生入学考试英语(二)真题及答案2012年01月10日16:06来源：海天教育Section 1 Use of EninglishDirections :Millions of Americans and foreigners see GI.Joe as a mindless war toy ,the symbol of American military adventurism, but that’s not how it used to be .To the men and women who 1 )in World War II and the people they liberated ,the GI.was the 2) man grown into hero ,the pool farm kid torn away from his home ,the guy who 3) all the burdens of battle ,who slept in cold foxholes,who went without the 4) of food and shelter ,who stuck it out and drove back the Nazi reign of murder .this was not a volunteer soldier ,not someone well paid ,5) an average guy ,up 6 )the best trained ,best equipped ,fiercest ,most brutal enemies seen in centuries.His name is not much.GI. is just a military abbreviation 7) Government Issue ,and it was on all of the article 8) to soldiers .And Joe? A common name for a guy who never 9) it to the top .Joe Blow ,Joe Magrac …a working class name.The United States has 10) had a president or vicepresident or secretary of state Joe.GI .joe had a (11)career fighting German ,Japanese , and Korean troops . He appers as a character ,or a (12 ) of american personalities, in the 1945 movie The Story of GI. Joe, based on the last days of war correspondent Ernie Pyle. Some of the soldiers Pyle(13)portrayde themselves in the film. Pyle was famous for covering the (14)side of the warl, writing about the dirt-snow –and-mud soldiers, not how many miles were(15)or what towns were captured or liberated, His reports(16)the ―willie‖ cartoons of famed Stars and Stripes artist Bill Maulden. Both men(17)the dirt and exhaustion of war, the (18)of civilization that the soldiers shared with each other and the civilians: coffee, tobacco, whiskey, shelter, sleep. (19)Egypt, France, and a dozen more countries, G.I. Joe was any American soldier,(20)the most important person in their lives.1.[A] performed [B]served [C]rebelled [D]betrayed2.[A] actual [B]common [C]special [D]normal3.[A]bore [B]cased [C]removed [D]loaded4.[A]necessities [B]facilitice [C]commodities [D]propertoes5.[A]and [B]nor [C]but [D]hence6.[A]for [B]into [C] form [D]against7.[A]meaning [B]implying [C]symbolizing [D]claiming8.[A]handed out [B]turn over [C]brought back [D]passed down9.[A]pushed [B]got [C]made [D]managed10.[A]ever [B]never [C]either [D]neither11.[A]disguised [B]disturbed [C]disputed [D]distinguished12.[A]company [B]collection [C]community [D]colony13.[A]employed [B]appointed [C]interviewed [D]questioned14.[A]ethical [B]military [C]political [D]human15.[A]ruined [B]commuted [C]patrolled [D]gained16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted17.[A]neglected [B]avoided [C]emphasized [D]admired18.[A]stages [B]illusions [C]fragments [D]advancea19.[A]With [B]To [C]Among [D]Beyond20.[A]on the contrary [B] by this means [C]from the outset [D]at that pointSection II Resdiong ComprehensionPart ADirections:Read the following four texts. answer the question after each text by choosing A,B,C or D. Mark your answers on ANSWER SHEET 1.(40 points)Text 1Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educational ritual. Unfortunately, L.A. Unified has produced an inflexible policy which mandates that with the exception of some advanced courses, homework may no longer count for more than 10% of a student’s academic grade.This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot do without expensive equipment. But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.District administrators say that homework will still be a pat of schooling: teachers are allowed to assign as much of it as they want. But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see vey little difference on their report cards. Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what works best for their students, the policy imposes a flat, across-the-board rule.At the same time, the policy addresses none of the truly thorny questions about homework. If the district finds homework to be unimportant to its students’ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing. Conversely, if homework does nothing to ensure that the homework students are not assigning more than they are willing to review and correct.The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings. It is not too late for L.A. Unified to do homework right.21.It is implied in paragraph 1 that nowadays homework_____.[A] is receiving more criticism[B]is no longer an educational ritual[C]is not required for advanced courses[D]is gaining more preferences22.L.A.Unified has made the rule about homework mainly because poor students_____.[A]tend to have moderate expectations for their education[B]have asked for a different educational standard[C]may have problems finishing their homework[D]have voiced their complaints about homework23.According to Paragraph 3,one problem with the policy is that it may____.[A]discourage students from doing homework[B]result in students' indifference to their report cards[C]undermine the authority of state tests[D]restrict teachers' power in education24. As mentioned in Paragraph 4, a key question unanswered about homework is whether______. [A] it should be eliminated[B]it counts much in schooling[C]it places extra burdens on teachers[D]it is important for grades25.A suitable title for this text could be______.[A]Wrong Interpretation of an Educational Policy[B]A Welcomed Policy for Poor Students[C]Thorny Questions about Homework[D]A Faulty Approach to HomeworkText2Pretty in pink: adult women do not rememer being so obsessed with the colour, yet it is pervasive in our young girls’ lives. Tt is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fuses girls’identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls’ lives and interests.Girls’attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boilthem. What’s more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children’s marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defined them as female, at least for the first few critical years.I had not realised how profoundly marketing trends dictated our perception of what is natural to kins, including our core beliefs about their psychological development. T ake the toddler.I assumed that phase was something experts developed after years of research into children’s behaviour: wrong. Turns out, acdording to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing trick by clothing manufacrurers in the 1930s.Trade publications counselled department stores that, in order to increase sales, they should create a ―third stepping stone‖ between infant wear and older kids’ clothes. Tt was only after ―toddler‖became a common shoppers’term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults,into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.26.By saying "it is...the rainbow"(Line 3, Para.1),the author means pink______.[A]should not be the sole representation of girlhood[B]should not be associated with girls' innocence[C]cannot explain girls' lack of imagination[D]cannot influence girls' lives and interests27.According to Paragraph 2, which of the following is true of colours？[A]Colours are encoded in girls' DNA.[B]Blue used to be regarded as the colour for girls.[C]Pink used to be a neutral colour in symbolising genders.[D]White is prefered by babies.28.The author suggests that our perception of children's psychological development was much influenced by_____.[A]the marketing of products for children[B]the observation of children's nature[C]researches into children's behavior[D]studies of childhood consumption29.We may learn from Paragraph 4 that department stores were advised to_____.[A]focus on infant wear and older kids' clothes[B]attach equal importance to different genders[C]classify consumers into smaller groups[D]create some common shoppers' terms30.It can be concluded that girls' attraction to pink seems to be____.[A] clearly explained by their inborn tendency[B]fully understood by clothing manufacturers[C] mainly imposed by profit-driven businessmen[D]well interpreted by psychological expertsText 3In2010, a federal judge shook America’s biotech industry to its core. Companies had won patents for isolated DNA for decades-by 2005 some 20% of human genes were patented .But in March 2012 a judge ruled that genes were unpatentable. Executives were violently agitated. The Biotechnology Industry Organisation (BIO), a trade group, assured members that this was just a ―preliminary step‖ in a longer battleOn July 29th they were relieved, at least temporarily. A federal appeals court overturned the prior decision, ruling that Muriad Genetics could indeed hold patents to two genes that help forecast a woman’s risk of breast cancer .The chief executive of Mytiad, a company in Utah, said the ruling was a blessing to firms and patients alike.But as companies continue their attempts at personalised medicine, the courts will remain rather busy. The Myriad case itself is probably not over. Critics make three main arguments against gene patents: a gene is a product of nature, so it may not be patented; gene patentssuppress innovation rather than reward it; and patents monopolies restrict access to genetic tests such as Myriads A growing number seem to agree. Last year a federal task-force urged reform for patents related to genetic tests. In October the Department of Justice filed a brief in the Myriad case, arguing that an isolated DNA molecule ―is no less a product of nature…than are cotton fibres that have been separated from cotton seeds.‖Despite the appeals court’s decision, big questions remain unanswered. For example, it is unclear whether the sequencing of a whole genome violates the patents of individual genes within it. The case may yet reach the Supreme Court.As the industry advances, however, other suits may have an even greater impact. Companies are unlikely to file many more patents for human DNA molecules-most are unlikely patented or in the public domain. Firms are now studying how genes interact, looking for correlations that might be used to determine the causes of disease or predict a drug’s efficacy. Companies are eager to win patents for ―connecting the dots,‖ explains Hans Sauer, a lawyer for the BIO.Their success may be determined by a suit related to this issue, brought by the Mayo Clinic, which the Supreme Court will hear in its next term. The BIO recently held a convention which included sessions to coach lawyer on the shifting landscape for patents. Each meeting was packed.31. It can be learned from Paragraph 1 that the biotech companies would like_____.[A] their executives to be active[B] judges to rule out gene patenting[C] genes to be patentable[D] the BIO to issue a warning32. Those who are against gene patents believe that_____.[A] genetic tests are not reliable[B] only man-made products are patentable[C] patants on genes depend much on innovation[D] courts should restrict access to genetic tests33. According to Hans Sauer , companies are eager to win patents for_____.[A] establishing disease correlations[B] discovering gene interactions[C] drawing pictures of genes[D] identifying human DNA34. By saying―Each meeting was packed‖(Line 4,Para.6), the author means that______.[A] the supreme court was authoritative[B] the BIO was a powerful organisation[C] gene patenting was a great concern[D] lawyers were keen to attend conventions35. Generally speaking, the author’s attitude toward gene patenting is______.[A] critical[B] supportive[C] scornful[D] objectiveText 4The great recession may be over, but this era of high joblessness is probably beginning. Before it ends, it will likely change the life course and character of a generation of young adults. And ultimately, it is likely to reshape our politics, our culture, and the character of our society for years.No one tries harder than the jobless to find silver linings in this national economic disaster. Many said that unemployment, while extremely painful, had improved them in some ways: they had become less materialistic and more financially prudent; they were more aware of the struggles of others. In limited respects, perhaps the recession will leave society better off. At the very least, it has awoken us from our national fever dream of easy riches and bigger houses, and put a necessary end to an era of reckless personal spending.But for the most part, these benefits seem thin, uncertain, and far off. In The Moral Consequences of Economic Growth, the economic historian Benjamin Friedman argues that both inside and outside the U.S., lengthy periods of economic stagnation or decline have almostalways left society more mean-spirited and less inclusive, and have usually stopped or reversed the advance of rights and freedoms. Anti-immigrant sentiment typically increases, as does conflict between races and classes.Income inequality usually falls during a recession, but it has not shrunk in this one. Indeed, this period of economic weakness may reinforce class divides, and decrease opportunities to cross them - especially for young people. The research of Till Von Wachter, the economic at Columbia University, suggests that not all people graduating into a recession see their life chances dimmed: those with degrees from elite universities catch up fairly quickly to where they otherwise would have been if they had graduated in better times; it is the masses beneath them that are left behind.In the Internet age, it is particularly easy to see the resentment that has always been hidden within American society. More difficult, in the moment, is discerning precisely how these lean times are affecting society’s character. In many respects, the U.S. was more socially tolerant entering this recession than at any time in its history, and a variety of national polls on social conflict since then have shown mixed results. We will have to wait and see exactly how these hard times will reshape our social fabric. But they certainly will reshape it, and all the more so the longer they extend.36. By saying ―to find silver linings‖(Line 1,Para.2)the author suggests that the jobless try to ___.[A] seek subsidies from the government[B] explore reasons for the unemployment[C] make profit from the troubled economy[D] look on the bright side of the recession37. According to Paragraph 2, the recession has made people___.[A] realize the national dream[B] struggle against each other[C] challenge their prudence[D] reconsider their lifestyle38. Benjamin Friedman believes that economic recessions may___.[A] impose a heavier burden on immigrants[B] bring out more evils of human nature[C] promote the advance of rights and freedoms[D] ease conflicts between races and classes39. The research of Till Von Wachter suggests that in the recession graduates from elite universities tend to___.[A] lag behind the others due to decreased opportunities[B] catch up quickly with experienced employees[C] see their life chances as dimmed as the others[D] recover more quickly than the others40. The author thinks that the influence of hard times on society is _____.[A] certain[B] positive[C] trivial[D] destructivePart BDirections:Read the following text and answer the questions by reading information from the left column that corresponds to each of the marked details given in the right column. There are two extra choices in the right column. Make your answer on ANSWER SHEET 1. (10 points)―University history, the history of what man has accomplished in the world, is at bottom the History of the Great Men who have worked here,‖ wrote the Victorian Thomas Carlyle Well, not any more it is not.Suddenly, Britain looks to have fallen out with its favorite historical form. This could be no more than a passing literary craze, but it also points to a broader truth about how we now approach the past: less concerned with learning from our forefathers and more interested in feeling their pain. Today, we want empathy, not inspiration.From the earliest days of the Renaissance, the writing of history meant recounting the exemplary lives of great men. In 1337, Petrarch began work on his rambling writing Debins Illustribus-on Famous Men, highlighting the virtus (or virtue) of classical heroes. Petrarch celebrated their greatness in conquering fortune and rising to the top. This was the biographical tradition which Niccolo Machiavelli turned on its head. In The Prince, he championed cunning, ruthlessness, and boldness, rather than virtue, mercy and justice, as the skills of successful leaders.Over time, the attributes of greatness shifted. The Romantics commemorated the leading painters and author of their day, stressing the uniqueness of the artist’s person experience rather than public glory. By contrast, the Victorian author Samuel Smile wrote self-Help as a catalogue of the worthy lives of engineers, industrialists and explorers. ―The valuable examples which they furnish of the power of self -help, of patient purpose resolute working and steadfast integrity, issuing in the formation of truly noble and manly character, exhibit.‖ wrote Smile, ―what it is in the power of each to accomplish for himself.‖ His biographies of James Watt, Richard Arkwright and Josian Wedgwood were held up as beacons to guide the working man through his difficult life.This was all a bit bourgeois for Thomas Carlyle, who focused his biographies on the truly heroic lives of Martin Luther, Oliver Cromwell and Napoleon Bonaparte. These epochal figures represented lives hard to imitate, but to be acknowledged as possessing higher authority than mere mortals.Not everyone was convinced by such bombast. ―The history of all hitherto existing society is the history of class struggles,‖ wrote Marx and Engel in The Communist Manifesto. For them, history did nothing, it possessed no immense wealth nor waged battles: ―It is man, living man who does all that.‖ And history should be the story of the masses and their record of struggle, As such, it needed to appreciate the economic realities, the social contexts and power relations in which each epoch stood. For:―Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past.‖This was the tradition which revolutionized our appreciation of the past. In place of Thomas Carlyle, Britain nurtured Christopher Hill, EP Thompson and Eric Hobsbawm. History from below stood alongside biographies of great men. Whole new realms of understanding - from gender to race to cultural studies - were opened up as scholars unpicked the multiplicity of lost societies. And it transformed public history too: downstairs became just as fascinating as upstairs.[A] emphasized the virtue of classical heroes41. Petrarch highlighted the public glory of the leading artists.42.NiccolòMachiavelli[C] focused on epochal figures whose lives were hard to imitate.43. Samuel Smiles [D]opened up new realms of understanding the masses and their record of struggle.44. Thomas Carlyle [E] held that history should45. Marx and Engels [F] dismissed virtue as unnecessary for successful leaders.[G] depicted the worthy lives of engineer industrialists and explorers.Section III Translation46. Directions:Translate the following text from English into Chinese. Write your translation on ANSWER SHEET 2. (15 points)When people in developing countries worry about migration, they are usually concerned at the prospect of their best and brightest departure to Silicon Valley or to hospitals and universities in developed world. These are the kind of workers that countries like Britain, Canada and Australia try to attract by using immigration rules that privilege college graduates.Lots of studies have found that well-educated people from developing countries are particularly likely to emigrate. A big survey of Indian households in 2004 found that nearly 40% of emigrants had more than a high-school education, compared with around 3.3% of all Indians over the age 25. This ―brain drain‖ has long bothered policymakers in poor countries. They fear that it hurts their economies, depriving them of much-needed skilled workers who could have taught at their universities, worked in their hospitals and come up with clever new products for their factories to make.Section IV WritingPart A47. Directions:Suppose you have found something wrong with the electronic dictionary that you bought from an online store the other day. Write an email to the customer service center to1)make a complaint, and2)demand a prompt solution.You should write about 100 words on ANSWER SHEET 2.Do not sign your own name at the end of the letter. Use―Zhang Wei‖instead.Part B48. Directions:Write an essay based on the following table. In your writing, you should1) describe the table, and2) give your comments.You should write at least 150 words.Write your essay on ANSWER SHEET 2. (15point)某公司员工工作满意度调查满意度年龄组满意不清楚不满意≦40岁16.7％50.0％33.3％40—50岁0.0％36.0％64.0％﹥50岁40.0％50.0％10.0％完形填空：1.B2.B3.A4.A5.C6.B7.C8.A9.D 10.B11.D 12.B 13.C 14.D 15.B16.A 17.C 18.B 19.B 20.DTEXT1：21. A 22.C 23.A 24.B 25.DTEXT2：26.A 27.B 28.A 29.C 30.CTEXT3：31.C 32.B 33.A 34.D 35.DTEXT4：36.D 37.D 38.B 39.D 40.A新题型：41-45：AFGCE小作文范文：Dear Sir or Madame,As one of the regular customers of your online store, I am writing this letter to express my complaint against the flaws in your product—an electronic dictionary I bought in your shop the other day.The dictionary is supposed to be a favorable tool for my study. Unfortunately, I found that there are several problems. To begin with, when I opened it, I detected that the appearance of it had been scratched. Secondly, I did not find the battery promised in the advertisement posted on the homepage of your shop, which makes me feel that you have not kept your promise. What is worse, some of the keys on the keyboard do not work.I strongly request that a satisfactory explanation be given and effective measures should be taken to improve your service and the quality of your products. You can either send a new one to me or refund me my money in full.I am looking forward to your reply at your earliest convenience.Sincerely yours,Zhang Wei。

Unit 1 The Power of Language Text Aⅰ: B A D A Cⅱ：Section A1:consistent 2:statement3:reflect 4:invalid5:considerably 6:comparisonSection B1:credible 2:identify3:assumptions 4:represents5:evaluated 6:appropriateSection C1:to 2:forth3:into 4:on5:with 6:toⅲ 1: defines 2:action3:tears 4:good5:express 6:powerful7:internally 8:shape9:responds toⅳSection A1: take interests of different social groups into account2: Compare the recent work with the previous work 3: was not consistent with his statement to the police 4: was not relevant to the matter being dealt with 5: Please inform us of any change your caseV 521634Text BⅠSection A1: Y 2: N 3:Y 4:N 5:Y 6:NG Section B1: Mastering our language2: our quality of life3: determination4: power5: live whatever life we desire6: some alternativesⅡ Section A1:confidence 2: creative3:eliminate 4:dramatically5: significant 6:limitSection B1:matter 2:commonly3: pleased 4:infinite5:commands 6: qualitySection C1 out 2: up 3: on4: to 5: in 6: overⅢSection A1: have a noticeable impact on the country’s future2: but it really matters to me3: but the police were in control of it soon4:I have no alternative but to let you go5: it’s up to the manager to make the final decisionUnit 2 Mistakes to SuccessText AⅠ1-5: DACBBⅡ Section A1: effectively 2: response 3: discover 4: occur 5: rare 6: scientificSection B1: remove 2: eventually 3: opportunity 4:renowned 5: interviewed 6: remarkedSection C1 to 2: so 3: to 4: on 5: in 6: forⅢ1: fear 2: under 3: unavoidable 4: success5: without 6: reach 7: between 8: so that 9: as long as10: wiselyⅤ 214365Text BⅠ Section A1 N 2：N 3：Y 4：Y 5：NG 6: YSection B1: messy 2: her anniversary gift 3: the mess in the kitchen4: what to say 5: long-term significance6: not just teaching lessons, they are teaching childrenⅡ Section A1: slightly 2: troublesome 3: occasional 4: inspection5: responsible 6: disasterSection B1: presented 2: frustration 3: awfully 4: deserves 5 :issues 6: glanceSection C1: from 2: out 3: with 4: off 5: up 6: ofUnit 3 Friendship and LoyaltyText AⅠ 1-5: AABABⅡ Section A1：recognition 2: reflection 3: undisputed 4: loyalty5: essential 6: assuranceSection B1: sought 2: requested 3: challenges 4: mutual5: virtue 6: generationSection C1: of 2: in 3: of 4: of 5: through 6: InⅢ1: While 2: wisely 3: on 4: opposites 5: personalities6: that 7: whatever 8: unique 9: a couple of 10:shareⅤ 326451Text BⅠ Section A1Y 2: Y 3: N 4: NG 5: N 6: YSection B1: ungrateful 2: their faith 3: sacrificed 4: prosperity and in poverty 5: a prince 6: accompany himⅡ Section A1: pursuit 2: faithful 3: ungrateful 4: fiercely5: prosperity 6: reputationSection B1: privileges 2: prone 3: poverty4: alert 5: scene 6: desertedSection C1: by 2: to 3: against 4: to 5: to 6: downUnit 4 The Joy of WorkText AⅠ 1-5: BADCBⅡ Section A1: dealers 2: complain 3: rarely 4: blessing5: contribute 6: illegalSection B1: committed 2: subsistence 3: immigrants4: unrest 5: quit 6: victimSection C1: about 2: of 3: to 4: in 5: in 6: againⅢ1: check out 2: improve 3: stressed 4: arrive 5: clearing away 6: priority 7: weight 8: routine 9: different 10: routeⅤ 31254Text BⅠ Section A1: Y 2: NG 3: N 4: N 5: NG 6: NⅡ Section A1: exhaustive 2: survival 3: various 4: motivation 5: profession 6: competitiveSection B1: sound 2: exceeds 3: prioritize 4: unique5: routine 6: patternsSection C1: in 2: from 3: for 4: out 5: for 6: inSelf-Assessment 11-5: ABCAC 6-10: BBAAA11-15: ABCCA16-20: EAFBC 21-25: BEDDCA26-30: FADCB31-35: HDCAK 36-40: LFEJB41: encourage 42: careful 43: particularly44: implications 45: trained 46: impression47: communications 48: respectful 49: designer50: logicalUnit 5 Keeping Y our Dreams AliveText AⅠ 1-5: AACACⅡ Section A1: wisdom 2: deliberately 3: anxiety 4: belief5: uncomfortable 6: equivalentSection B1:distinguished 2: instructions 3: equal 4: conflicts 5: guilty 6: anxiousSection C1: of 2: about 3: of 4: between 5: forth 6: asⅢ1: satisfy 2: than 3: focus on 4: the middle 5: sense 6: but 7: challenged 8: inner 9: fit 10: thinking ofⅤ 213546Text BⅠ Section A1: Y 2: N 3: N 4: Y 5: Y 6: YⅡ Section A1: imagination 2: threaten 3: recover 4: inspire 5: valuable 6: quotingSection B1: desperate 2: challenge 3: cheerful 4: valuable5: contact 6: inspiringSection C1: on 2: with 3: out 4: over 5: back 6: aboutⅣSection B32154687Unit 6 The Value of MoneyText AⅠ 1-5: BBDCBⅡ Section A1: differentiate 2: indulgent 3: resistance4: responsibility 5: formation 6: unnecessarySection B1: constraint 2: budget 3: principle4: scheme 5: monthly 6: temptationSection C1: to 2: in 3: on 4: in 5: within 6: InⅢ1: basic 2: invest 3: direct 4: Ideally 5: called6: wasteful 7: where 8: Now that 9: accumulated 10: grow Ⅴ 652143Text BⅠ Section A1: Y 2: Y 3: NG 4: N 5: Y 6: YSection B1: dreamt of 2: the opposites 3: traits4: a giving attitude 5: joyful 6: a healthier view Ⅱ Section A1: abundance 2: favorite 3: scared4: donation 5: originally 6: economicSection B1: available 2: abundant 3: stimulated4: charity 5: universe 6: readilySection C1: of 2: as 3: between 4: down 5 : up 6: in ⅣSection B1: C 2: D 3: AUnit 7 Inner VoiceText AⅠ1-5: DCBAAⅡ Section A1: precisely 2: hesitate 3: wonderful 4: emotion5: ignorance 6: completeSection B1: attached 2: attempts 3: upset 4: overwhelming5: prompted 6: innerSection C1: took 2: with 3: for 4: take 5: in 6: withⅢ1: choose 2: opportunity 3: view 4: accordingly 5: end up 6: interact 7: whose 8: what 9: nonstop 10: nightⅤ 615324Text BⅠ Section A1: N 2: Y 3: N 4: NG 5: Y 6: YⅡ Section A1: boredom 2: namely 3: character 4: tension5: sour 6: pleasingSection B1: modest 2: wears 3: brightened 4 : radiate5: goodwill 6: inheritedSection C1: under 2: up 3: of 4: As 5: into 6: skinⅣSection B1: also 2: As 3: In addition 4: For example5: even if 6: FinallyUnit 8 The Great MindsText AⅠ1-5: CCDBAⅡ Section A1: perfection 2: accomplishment 3: persistent4: disposal 5: effective 6: motivationalSection B1: obstacle 2: incredible 3: vision 4: perspective5: fulfill 6: profoundSection C1: to 2: from 3: with 4: at 5: in 6: ofⅢ1: confused 2: natural 3: intentionally 4: likely 5: potential 6: as opposed to 7: Even if 8: known9: called upon 10: markⅤ 231547968Text BⅠ Section A1: Y 2: NG 3: N 4: N 5: Y 6: NⅡ Section A1: adoption 2: appointment 3: convincing4: initially 5: recruitment 6: successiveSection B1: foundation 2: innovative 3: possession4: insanely 5: immense 6: unexpectedSection C1: among 2: with 3: as 4: of 5: in 6: inⅣSection B6713425Self-Assessment 21-5: ABBAB 6-10: BBBAA11-15: CCBAB16-20: BACED 21-25: BCFEA26-30: BFACD31-35: LHIBC 36-40: EDJFG41: infinite 42: exhausted 43: discoveries 44: increasing 45: Advanced 46: effective 47: investments48: transportation 49: applied 50: independentUnit 9 Facing Life’s ChallengesText AⅠ1-5: CCACAⅡ Section A1: despair 2: negative 3: individually 4: tougher 5: incredible 6: symbolizeSection B1: leaped 2: arose 3: lost 4: paced5: through 6: positiveSection C1: with 2: up 3: over 4: with 5: at 6: toⅢ1: struggling 2: arose 3: respectively 4: turned5: observed 6: tasted 7: weak 8: inside 9: circumstance 10: worstⅤ 513624Text BⅠ Section A1: NG 2: N 3: Y 4: N 5: Y 6: NⅡ Section A1: sudden 2: appreciate 3: purity 4: applause5: shaky 6: boastfulSection B1: aid 2: proceeded 3: signaled 4: undid5: figured 6: bewilderingSection C1: up 2: hire 3: round/up4: sudden 5: to 6: AtⅣSection B1: in addition to 2: and 3: thus 4: However5: because 6: Also 7: Finally 8: AgainUnit 10 Ode to Public TransportText AⅠ1-5: ABDDCⅡ Section A1: economic 2: arrangement 3: dependent 4: valuable 5: exception 6: easeSection B1: necessities 2: strengthen 3: lessening 4: limited 5: proclaimed 6: commutesSection C1: for 2: on 3: to 4: up 5: to 6: inⅢ1: limited 2: running out of 3: refers to 4: low5: require 6: another 7: compared to 8: personal 9: positive 10: economicⅤ 243561Text BⅠ Section A1: Y 2: N 3: N 4: N 5: Y 6: YⅡ Section A1: maintenance 2: Considerable 3: economical 4: accumulation 5: warmth 6: assuranceSection B1: pushing 2: advantage 3: incidents 4: intention5: sustained 6: aggravatedSection C1: up 2: in 3: for 4: for 5: for 6: inⅣSection B1: Much as 2: for example 3: Also 4: Similarly 5: even6: In conclusion 7: butUnit 11 Cyber WorldText AⅠ1-5: DDBACⅡ Section A1: merely 2: intimate 3: determine 4: romantic5: perception 6: intenseSection B1: convey 2: revealed 3: variety4: suspected 5: potential 6: personalitySection C1: 1: to 2: under 3: as 4: in 5: of 6: toⅢ1: everywhere 2: get up 3: enjoy 4: schedule5: while 6: daily 7: since 8: in touch with 9: use10: communicateⅤ 25314Text BⅠ Section A1: N 2: Y 3: Y 4: N 5: Y 6: NⅡ Section A1: traditional 2: reliant 3: novel 4: consume5: option 6: impatientSection B1: simplified 2: evolved 3: tremendous 4: interaction 5: declined 6: standardSection C1: on 2: with 3: to 4: up 5: In 6:onⅣSection B1: both 2: For example 3: Similarly 4: A second way 4: In the same way 5: Thirdly 6: Likewise 7: alsoUnit 12 A Break from LifeText AⅠ1-5: ADBADⅡ Section A1: awareness 2: resemblance 3: permission4: emotional 5: settlement 6: justificationSection B1: subsided 2: manufactured 3: subsiding4: refreshed 5: symptoms 6: nurturedSection C1: up 2: with 3: to 4: away 5: out 6: setⅢ1: In addition 2: Unfortunately 3: one4: get out of 5: physically 6: through 7: free8: either 9: positive 10: rather thanⅤ 24135Text BⅠ Section A1: Y 2: N 3: N 4: Y 5: Y 6: YⅡ Section A1: capability 2: combination 3: adjustment4: ignorant 5: hurtful 6: permanentlySection B1: verifying 2: varying 3: embarrassed4: criticized 5: tempt 6: prejudiceSection C1: down 2: to 3: about 4: with 5: through 6: of ⅣSection B1: For one thing 2: Even after 3: second4: In addition 5: thus 6: though7: On the other hand 8: Only whenSelf-Assessment 31-5:ACABA 6-10: ABBAA 11-15: ABCAD16-20: BDAFE 21-25: BDCAE26-30: FCEBA31-35: BFHDA 36-40: JLIKE41: dissatisfaction 42: balanced 43: healthy44: vigorous 45: shameful 46: failure47: perception 48: comfortable 49: impossible 50: fulfilled。

Unit 1 The Power‎ of Langu‎a ge学习方法指‎南五个方面把‎握文章1）词2）句3）篇4）义5）背诵或复述‎重点段落（当天重复，第二天再重‎复，七天后再重‎复）课后习题1）结合课文里‎出现的要点‎，完成题目2）标记不熟练‎的题目，当天重复一‎遍，第二天再重‎复一遍，考前再重复‎一遍Unit 1 The Power‎ of Langu‎a geA FAMOU‎S QUOTE‎Langu‎a ge is the dress‎of thoug‎h t.--Samue‎l Johns‎o n语言是思维‎的外衣。

--塞缪尔·约翰逊Text A Criti‎c al Readi‎n gPre-readi‎n g quest‎ions1.Do you usual‎ly chall‎e nge the idea an autho‎r repre‎s ents‎? What do you think‎is activ‎e readi‎ng?2. What sugge‎s tion‎s do you expec‎t the autho‎r will give on readi‎n g criti‎c ally‎?Vocab‎ulary‎词汇四点要求 1.音 2.义 3.衍生变化 4.用法/搭配New Words‎criti‎c al adj. 有判断力的‎；判断公正（或审慎的）；批判的non-ficti‎o n n.纪实文学posit‎ion n. 观点；态度；立场state‎m ent n.说明；说法；表态quest‎ion v. 表示疑问；怀疑evalu‎a te vt. 估计；评价，评估conte‎x t n. （事情发生的‎）背景，环境，来龙去脉value‎ n. 是非标准；价值观repre‎s ent v. 描述；表现asser‎t ion n. 明确肯定；断言suffi‎c ient‎a dj. 足够的；充足的stati‎s tic n. 统计数字；统计资料integ‎r ate v.（使）合并，成为一体autho‎rity n. 专家；学术权威；泰斗compa‎r e v. 比较；对比subje‎c t n. 主题；题目；题材consi‎s tent‎ adj. 相符的；符合的（consi‎s tenc‎y）incon‎siste‎n cy n. 不一致assum‎p tion‎ n. 假定；假设case n. 具体情况；事例direc‎t ly adv. 直接地；径直地ident‎ify v. 找到；发现valid‎a dj. 符合逻辑的‎；合理的；确凿的credi‎b le adj. 可信的；可靠的landm‎a rk n.（标志重要阶‎段的）里程碑；地标relev‎a nt adj. 紧密相关的‎；切题的curre‎n t adj. 现时发生的‎；当前的appro‎p riat‎e adj. 合适的；恰当的bias n. 偏见；偏心；偏向consi‎d e rab‎ly adv. 非常；很；相当多地Democ‎r at n.（美国）民主党党员‎，民主党支持‎者Repub‎lican‎ n.（美国）共和党党员‎，共和党支持‎者refle‎c t v. 显示；表明；表达infor‎m ed adj. 有学问的；有见识的Phras‎e s and Expre‎ssion‎sapply‎to 使用；适用于put forth‎提出；产生take sth into accou‎n t 考虑；顾及accep‎t/take sth at face value‎相信表面；信以为真with a grain‎of salt 有保留地；持怀疑态度‎地重点词汇criti‎c al adj. 有判断力的‎；判断公正（或审慎的）eg: Try to devel‎o p a more criti‎c al attit‎u de, inste‎a d of accep‎t ing every‎t hing‎at face value‎.要学会对一‎切事物一丝‎不苟, 而不要注重‎表面现象.其他用法：危机中的；危急时刻的‎；决定性的；关键的eg: We are at a criti‎c al time in our histo‎r y.我们正处于‎历史的紧要‎关头。

第一部分：阅读判断1.[解析]文章第一段中提到了应聘者提出的几个问题：What are my...my hobbies ，由此可以看出他们关注的更多是公司给予的“假期”待遇，而非工作本身带来的经历、价值和成长空间等。

所以题干的说法是正确的。

答案为A。

2.[解析]第二段第一句就说到Good work...work experience，即好的工作态度、习惯和技术来自工作经历而非在学校可以学到。

所以题干说法是错误的。

答案为B。

3.[解析]第二段第三行讲到I would enter our barnyard...the milking barn，即需要给10至12只奶牛挤奶，至于说是不是一共有12头牛，或者父母会帮忙给余下的其他奶牛挤奶，文章并未提及。

答案为C。

4.[解析]第二段最后讲到父母每天早晨都会对奶牛问好，Good 's good to seeyou！然后后面提到I didn't feel quite the same way，这说明作者和父母的感受不同，不愿意清早起床挤牛奶。

答案为A。

5.[解析]第三段最后一句提到It made me...to the road,所以作者是将牛奶捅提到路边等待。

牛奶厂的人来接货，而没提到运到集市去卖。

答案为C。

6.[解析]第四段首句提到My father and mother...helped me with milking the cows ，即我的父母经常帮我一起挤牛奶，所以题干中说“我经常独自一人挤牛奶”是错误的。

答案为B。

7.[解析]第四段倒数第二句指出To my father...as it may seem ，即对于父亲来说，挤牛奶看上去并没有那么复杂。

unsophisticated意为不复杂的、简单的，与complicated（复杂的）语义相反。

因此题干说法是错误的。

答案为B。

8.[解析]第四段第二行指出But Father...needed to be milked，意为奶牛也需要被挤奶，和题干含义吻合。

英语一一、考试性质全国硕士研究生入学统一考试英语(二)主要是为高等院校和科研院所招收专业学位硕士研究生而设置的具有选拔性质的统考科目。

全国硕士研究生入学统一考试英语(一)是为高等院校和科研院所招收硕士研究生而设置的具有选拔性质的统考科目。

即英语(一)是针对学术硕士研究生的考生，英语(二)是针对专业硕士研究生的考生。

专业硕士研究生主要包括以下19种：法律硕士，社会工作硕士，教育硕士，体育硕士，汉语国际教育硕士，翻译硕士，艺术硕士，风景园林硕士，工程硕士，建筑学硕士，农业推广硕士，兽医硕士，临床医学硕士，口腔医学硕士，公共卫生硕士，会计硕士，工商管理硕士，公共管理硕士，军事硕士。

考研英语试卷一分为二既是为了顺应考研英语测试向更加科学化、多样化、公平化等方面发展的需要，也是对硕士研究生人才选拔方式的一次大胆尝试。

从学习和考试的角度来讲，这种一分为二提供的更多的是机遇，而不是挑战，因为总的来说考研英语没有增加新的东西，只是进行了合理的拆分，只要明确了自己的努力方向，这种拆分无论对于英语(一)的考生还是对于英语(二)的考生都是有所帮助的。

二、评价目标1. 语法：英语二明确了八个语法知识点英语(一)大纲要求考生能熟练地运用基本的语法知识，没有专门列出对语法知识的具体要求，而英语(二)专门列出了考生需要掌握的八个语法知识点，明确了考查方向和备考范围。

这就意味着英语(二)语法考查范围相对较小，更注重考查考生的基础知识，难度会比英语一大大降低。

建议考生把这八个语法知识点认真吃透，并加以灵活运用。

2.词汇：英语二词汇的复习重点有别于英语一词汇英语(一)大纲要求“考生能掌握5500左右的词汇及相关词组”。

而英语(二)大纲要求“考生应能较熟练地掌握5500个左右的常用词汇以及相关常用词组”。

可见，英语(二)不会像英语一那样偏重对词汇词义和用法的深度挖掘，而是主要偏重考查“常用”的词汇和词组，其考查的难度大家就心里有底了。

Unit 1 The Power of Language学习方法指南五个方面把握文章1）词2）句3）篇4）义5）背诵或复述重点段落（当天重复，第二天再重复，七天后再重复）课后习题1）结合课文里出现的要点，完成题目2）标记不熟练的题目，当天重复一遍，第二天再重复一遍，考前再重复一遍Unit 1 The Power of LanguageA FAMOUS QUOTELanguage is the dress of thought.--Samuel Johnson语言是思维的外衣。

--塞缪尔·约翰逊Text A Critical ReadingPre-reading questions1.Do you usually challenge the idea an author represents? What do you think is active reading?2. What suggestions do you expect the author will give on reading critically?Vocabulary 词汇四点要求 1.音 2.义 3.衍生变化 4.用法/搭配New Wordscritical adj. 有判断力的；判断公正（或审慎的）；批判的non-fiction n.纪实文学position n. 观点；态度；立场statement n.说明；说法；表态question v. 表示疑问；怀疑evaluate vt. 估计；评价，评估context n. （事情发生的）背景，环境，来龙去脉value n. 是非标准；价值观represent v. 描述；表现assertion n. 明确肯定；断言sufficient adj. 足够的；充足的statistic n. 统计数字；统计资料integrate v.（使）合并，成为一体authority n. 专家；学术权威；泰斗compare v. 比较；对比subject n. 主题；题目；题材consistent adj. 相符的；符合的（consistency）inconsistency n. 不一致assumption n. 假定；假设case n. 具体情况；事例directly adv. 直接地；径直地identify v. 找到；发现valid adj. 符合逻辑的；合理的；确凿的credible adj. 可信的；可靠的landmark n.（标志重要阶段的）里程碑；地标relevant adj. 紧密相关的；切题的current adj. 现时发生的；当前的appropriate adj. 合适的；恰当的bias n. 偏见；偏心；偏向considerably adv. 非常；很；相当多地Democrat n.（美国）民主党党员，民主党支持者Republican n.（美国）共和党党员，共和党支持者reflect v. 显示；表明；表达informed adj. 有学问的；有见识的Phrases and Expressionsapply to 使用；适用于put forth 提出；产生take sth into account 考虑；顾及accept/take sth at face value 相信表面；信以为真with a grain of salt 有保留地；持怀疑态度地重点词汇critical adj. 有判断力的；判断公正（或审慎的）eg: Try to develop a more critical attitude, instead of accepting everything at face value.要学会对一切事物一丝不苟, 而不要注重表面现象.其他用法：危机中的；危急时刻的；决定性的；关键的eg: We are at a critical time in our history.我们正处于历史的紧要关头。

Unit 1 The Power of LanguageText APre-reading Questions1.Do you usually challenge the idea an author represents? What do you think is active reading?2.What suggestions do you expect the author will give on reading critically?Critical ReadingCritical reading applies to non-fiction writing in which the author puts forth a position or seeks to make a statement. Critical reading is active reading. It involves more than just understanding what an author is saying. Critical reading involves questioning and evaluating what the author is saying ,and forming your own opinions about what the author is saying. Here are the things you should do to be a critical reader.批判性阅读批判性阅读适合于那种作者提出一个观点或试图陈述一个说法的纪实类写作。

批判性阅读是积极阅读。

它不仅仅包括理解作者说了些什么，还包括质疑和评价作者的话，并对此形成自己的观点。

成为一名批判性阅读者需要做到以下几点。

Consider the context of what is written. You may be reading something that was written by an author from a different cultural context than yours. Or, you may be reading something written some time ago in a different time context than yours. In either case, you must recognize and take into account any differences between your values and attitudes and those represented by the author.考虑写作背景。

1162英语电大试题及答案work Information Technology Company.2020YEAR试卷代号：11622007年7月第一部分交际用语(共计l0分．每小题2分)1—5小题：阅读下面的小对话，从A、B、C、D四个选项中选出一个能填入空白处的最佳选项。

并在答题纸上写出所选的字母符号。

1．一How are you this morning?A．It’s still good B.It’s too earlyC．Very well，thank you D.It’s lovely morning2．--1 wish you success in your career．A．You are welcome B.I think soC．Yes，please D.The same to you3．一What do you do?A．I’m a teacher B．I live in a small townC．I come from a small town D．I like teaching4．一What do you usually do in your spare time?A．Yes，it’S my favorite time B．GardeningC．N0，I’U never do that D．Do it by yourself5．一May I speak to Jack please?A．N0，you can’t B．There’S no JackC．I don’t know he’S out D．I'm afraid you’ve got the wrong number 第二部分词汇与结构(20分。

每小题2分)6—15小题：阅读下面的句子。

从A、B、C、D四个选项中选出一个能填入空白处的最佳选项。

并在答题纸上写出所选的字母符号。

6．I reading the book by the end of this week．A．shall finishB．shall have finishC．shall has finishedD．shall have finished7．That smells lovely．A．Which B．What C．What a D．HOW a8．He didn’t want anything to drink because he already drunk. A．has B．have C．had D．having9．Petrol must safelyA.be transportedB.transportedC.transportD.be transport10．The best thing to leaveA.to do isB.doing isC.to doD.is to do11．This accident the loss of$13,000.A．has resulted to B.has resulted inC．has lead in D.has lead12．You had better an umbrella with youA．一 B.to takeC．take D.taking13．He was sick，but he it at the weekendA．got B.got overC．got by D.got at14．The food was good,but not good enough for me to eat there again A．very B.absolutelyC．really D.quite15.That book was awful ;I was reallyA．bore B.boredC．boring D.born第三部分完形填空(每题2分，共20分)16—25小题：阅读下面的短文。