最新考研英语二真题及参考答案解析启航考研资料.docx
- 文档编号:7551565
- 上传时间:2023-01-24
- 格式:DOCX
- 页数:18
- 大小:32.72KB
最新考研英语二真题及参考答案解析启航考研资料.docx
《最新考研英语二真题及参考答案解析启航考研资料.docx》由会员分享,可在线阅读,更多相关《最新考研英语二真题及参考答案解析启航考研资料.docx(18页珍藏版)》请在冰豆网上搜索。
最新考研英语二真题及参考答案解析启航考研资料
2019全国研究生考试英语二真题及参考答案解析
SectionIUseofEnglish
Directions:
Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDontheANSWERSHEET.(10points)
Weighingyourselfregularlyisawonderfulwaytostayawareofanysignificantweightfluctuations.1,whendonetoooften,thishabitcansometimeshurtmorethanit2.
Asforme,weighingmyselfeverydaycausedmetoshiftmyfocusfrombeinggenerallyhealthyandphysicallyactivetofocusing3onthescale.Thatwasbadtomyoverallfitnessgoals.Ihadgainedweightintheformofmusclemass,butthinkingonlyof4thenumberonthescale,Ialteredmytrainingprogram.ThatconflictedwithhowIneededtotrainto5mygoals.
Ialsofoundweighingmyselfdailydidnotprovideanaccurate6ofthehardworkandprogressIwasmakinginthegym.Ittakesaboutthreeweekstoamonthtonoticesignificantchangesinweight7alteringyourtrainingprogram.Themost8changeswillbeobservedinskilllevel,strengthandincheslost.
Forthese9,Istoppedweighingmyselfeverydayandswitchedtoabimonthlyweighingschedule10.Sinceweightlossisnotmygoal,itislessimportantformeto11myweighteachweek.Weighingeveryotherweekallowsmetoobserveand12anysignificantweightchanges.ThattellsmewhetherIneedto13mytrainingprogram.
Ialsousemybimonthlyweigh-in14togetinformationaboutmynutritionaswell.Ifmytrainingintensityremainsthesame,butI’mconstantly15anddroppingweight,thisisa16thatIneedtoincreasemydailycaloricintake.
The17tostopweighingmyselfeverydayhasdonewondersformyoverallhealth,fitnessandwell-being.IamexperiencingincreasedzealforworkingoutsinceInolongercarrytheburdenofa18morningweigh-in.I’vealsoexperiencedgreatersuccessinachievingmyspecificfitnessgoals,19I’mtrainingaccordingtothosegoals,insteadofnumbersonascale.
Ratherthan20overthescale,turnyourfocustohowyoulook,feel,howyourclothesfitandyouroverallenergylevel.
1.A.ThereforeB.OtherwiseC.HoweverD.Besides
2.A.CaresB.warnsC.reducesD.helps
3.A.SolelyB.occasionallyC.formallyD.initially
4.A.LoweringB.explainingC.acceptingD.recording
5.A.SetB.reviewC.reachD.modify
6.A.DepictionB.distributionC.predictionD.definition
7.A.RegardlessofB.asidefromC.alongwithD.dueto
8.A.RigidB.preciseC.immediateD.orderly
9.A.judgmentsB.reasonsC.methodsD.claims
10.A.ThoughB.againC.indeedD.instead
11.A.TrackB.overlookC.concealD.report
12.A.ApprovalofB.holdontoC.accountforD.dependon
13.A.ShareB.adjustC.confirmD.prepare
14.FeaturesB.rulesC.testsD.results
15.A.AnxiousB.hungryC.sickD.bored
16.A.SecretB.beliefC.signD.principle
17.A.NecessityB.decisionC.wishD.request
18.A.SurprisingB.restrictingC.consumingD.disappointing
19.A.BecauseB.unlessC.untilD.if
20.A.DominatingB.puzzlingC.triumphingD.obsessing
SectionIIReadingComprehension
PartA
Directions:
Readthefollowingfourtexts.AnswerthequestionsaftereachtextbychoosingA,B,CorD.MarkyouranswersontheANSWERSHEET.(40points)
Text1
Afewyearsago,researchersinGermanysetouttoplumbthemoralconsciencesofsmallchildren.Theyinvitedaseriesof2-and3-year-oldstoplaywithamarbletrackinalab.Closetothetrack—inauspiciouslyclose—wasablocktowerthatoneoftheadultexperimentersclaimedtohavepainstakinglyconstructed.Justbeforeturningherback,sheaskedthemnottodamageit.
Needlesstosay,thegamewasrigged.Afterafewruns,amarblewouldknockoverpartofthetower,atwhichpointtheexperimenterrespondedwithwhattheresultingjournalarticledescribedasa“mildlysad”tone.“Ohno,”shewouldsay,thenaskwhathadhappened.Insomeversionsoftheexperiment,thechildseemedtobetoblame;inothers,anadultwhowashelpingwiththeexperimenttoppledthetower.Thekids’reactionsrevealedalotabouthowsocial-emotionaldevelopmentprogressesduringthesekeyyears.Whilemanyofthe2-year-oldsseemedsympathetictotheresearcher’splight,the3-year-oldswentbeyondsympathy.Whentheybelievedthatthey’dcausedtheaccident,theyweremorelikelythanthe2-year-oldstoexpressregretandtrytofixthetower.Inotherwords,the3-year-olds’behaviorvarieddependingonwhethertheyfeltresponsible.
Theiractions,accordingtoAmrishaVaish,theUniversityofVirginiapsychologyresearcherwholedthestudy,demonstrate“thebeginningsofrealguiltandrealconscience.”Vaishisoneofanumberofscholarsstudyinghow,when,andwhyguiltemergesinchildren.Unlikeso-calledbasicemotionssuchassadness,fear,andanger,guiltemergesalittlelater,inconjunctionwithachild’sgrowinggraspofsocialandmoralnorms.Childrenaren’tbornknowinghowtosay“I’msorry”;rather,theylearnovertimethatsuchstatementsappeaseparentsandfriends—andtheirownconsciences.Thisiswhyresearchersgenerallyregardso-calledmoralguilt,intherightamount,tobeagoodthing:
Achildwhoclaimsresponsibilityforknockingoveratowerandtriestorebuilditisengaginginbehaviorthat’snotonlyreparativebutalsoprosocial.
Inthepopularimagination,ofcourse,guiltstillgetsabadrap.ItevokesFreud’sideasandreligioushang-ups.Moreimportant,guiltisdeeplyuncomfortable—it’stheemotionalequivalentofwearingajacketweightedwithstones.Whowouldinflictituponachild?
Yetthisunderstandingisoutdated.“Therehasbeenakindofrevivalorarethinkingaboutwhatguiltisandwhatroleguiltcanserve,”Vaishsays,addingthatthisrevivalispartofalargerrecognitionthatemotionsaren’tbinary—feelingsthatmaybeadvantageousinonecontextmaybeharmfulinanother.Jealousyandanger,forexample,mayhaveevolvedtoalertustoimportantinequalities.Toomuchhappiness(thinkmania)canbedestructive.
Andguilt,bypromptingustothinkmoredeeplyaboutourgoodness,canencouragehumanstoatoneforerrorsandfixrelationships.Guilt,inotherwords,canhelpholdacooperativespeciestogether.Itisakindofsocialglue.
Viewedinthislight,guiltisanopportunity.WorkbyTinaMalti,apsychologyprofessorattheUniversityofToronto,suggeststhatguiltmaycompensateforanemotionaldeficiency.Inanumberofstudies,Maltiandothershaveshownthatguiltandsympathy(anditsclosecousinempathy)mayrepresentdifferentpathwaystocooperationandsharing.Somekidswhoarelowinsympathymaymakeupforthatshortfallbyexperiencingmoreguilt,whichcanreinintheirnastierimpulses.Andviceversa:
Highsympathycansubstituteforlowguilt.
Ina2014study,forexample,Maltiandacolleaguelookedat244children,ages4,8,and12.Usingcaregiverassessmentsandthechildren’sself-observations,theyratedeachchild’soverallsympathylevelandhisorhertendencytofeelnegativeemotions(likeguiltandsadness)aftermoraltransgressions.Thenthekidswerehandedstickersandchocolatecoins,andgivenachancetosharethemwithananonymouschild.Forthelow-sympathykids,howmuchtheysharedappearedtoturnonhowinclinedtheyweretofeelguilty.Theguilt-proneonessharedmore,eventhoughtheyhadn’tmagicallybecomemoresympathetictotheotherchild’sdeprivation.
“That’sgoodnews,”Maltisays.“Wecanbeprosocialbecauseofourempatheticproclivity,orbecausewecausedharmandwefeelregret.”
Maltidescribesguiltasaself-directedemotion,elicitedwhenyouactinawaythat’soutofkeepingwithyourconscience.Sympathyandempathyareother-directed.Achildwhoisn’tinclinedtofeelbadforaclassmatewhosetoycarshestolemightneverthelessfeeluncomfortablewiththeideaofherselfasathief—andreturnthetoy.Guiltcanincludesympathy,Maltisays,butitdoesn’thaveto.She’sagnosticaboutwhichofthetwopathschildrentake,solongastheytreatoneanotherwell.
Thisisaprovocativeideaatamomentwhenparentsandeducatorshavecometoalmostfetishizeempathy—whenachild’sabilitytoputherselfinanother’sshoesseemsliketheapexofgoodness.Parentsencouragechildrentoconsiderhowtheirpeersfeelwhentheydon’tsharetheirtoys.Preschoolteachersinstructstudentstoconsideroneanother“friends,”implyingthatgoodbehaviorispredicatedonaffection.Elementaryschoolsbaseanti-bullyingcurriculaaroundaltruisticconceptslikeloveandkindness.
Whenitcomestohelpingkidsmanagerelationshipsandtampdownaggression,“schoolsandprogramshavealmostexclusivelyfocusedonempathypromotion,”Maltisays.“Ithinkit’sincrediblyimportanttonurtureempathy,butIthinkit’sequallyimportanttopromoteguilt.”
Ifyoustillfindtheideaofguiltingyourchildunpalatable,keepinmindthatwe’retalkingaboutaveryspecifickindofguilt.Thisisnottellingyourchildthatherdisobedienceprovesshe’sunworthy,ordescribinghowpainfulitwastogivebirthtoher.Thisisnotpressuringyourgrownsonordaughtertohurryupandhavebabiesbeforeyoudie.Inshort,thisisnotyourgrandmother’sguilt-trip.
Youdon’twantachildtofeelbadaboutwhosheis(that’scalledshaming)orresponsibleforthingsoutsidehercontrol(whichcangiverisetomaladaptiveorneuroticguilt;seethechildwhofeelsguiltyforherparents’divorce).Maltipointsoutthatachild’sageanddispositionarealsoimportantconsiderations;somemaybetemperamentallyguilt-proneandrequirealightertouch.Thepointistoencouragebothgoodnessandresilience.Weallmakemistakes,andideallyweusethemtopropelourselvestowardbetterbehavior.
Proper
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 最新 考研 英语 二真题 参考答案 解析 启航 资料