考研《英语二》真题试卷及答案(精简3篇)
考研《英语二》真题试卷及答案 篇一
近年来，考研英语二的难度逐渐增加，备考的压力也越来越大。为了帮助考生更好地备考，我们整理了一份考研《英语二》真题试卷及答案供大家参考。
这份试卷包括了四个部分：词汇与结构、阅读理解、完形填空和写作。每个部分都有对应的答案，考生可以使用试卷进行练习和自测。
在词汇与结构部分，考生需要根据给出的句子选择恰当的单词或短语填空。这部分主要考察考生对英语词汇和语法的掌握程度。通过做这部分题目，考生可以巩固词汇和语法知识，提高答题速度和准确性。
在阅读理解部分，考生需要根据给出的文章回答相关问题。这部分主要考察考生的阅读理解能力和阅读速度。通过做这部分题目，考生可以提高阅读理解能力，培养快速抓取信息的能力。
在完形填空部分，考生需要根据给出的文章选择恰当的词语或短语填空。这部分主要考察考生的词汇理解和语境推测能力。通过做这部分题目，考生可以提高对文章的整体理解能力，培养在不完整语境下进行推测的能力。
最后，在写作部分，考生需要根据给出的题目写一篇作文。这部分主要考察考生的写作能力和语言表达能力。通过做这部分题目，考生可以提高写作能力，培养自己的思辨和表达能力。
这份考研《英语二》真题试卷及答案是备考的有力工具。考生可以通过做试卷来了解自己在各个方面的薄弱环节，并针对性地进行复习和训练。同时，考生还可以借助答案来纠正自己的错误，及时调整学习方法和策略。
希望考生们能够充分利用这份试卷及答案，合理安排备考时间，制定科学的备考计划，提高备考效率，取得优异的成绩。相信只要付出努力，就一定能够取得令人满意的考试结果。
考研《英语二》真题试卷及答案 篇二
备考考研英语二是一项艰巨的任务，而掌握真题试卷及答案是备考过程中的一项重要策略。为了帮助考生更好地备考，我们提供了一份考研《英语二》真题试卷及答案，供考生进行训练和自测。
这份试卷包括了四个部分：词汇与结构、阅读理解、完形填空和写作。每个部分都含有若干道题目，并附有详细的答案解析。考生可以通过做试卷来检验自己的英语水平和备考进展，及时发现不足之处，并加以改进。
在词汇与结构部分，考生需要在给定的句子中选择正确的单词或短语填空。这部分题目主要考察考生对英语词汇和语法的掌握程度。通过做这部分题目，考生可以巩固词汇和语法知识，提高答题的准确性和速度。
在阅读理解部分，考生需要根据给出的文章回答相关问题。这部分题目主要考察考生的阅读理解能力和分析能力。通过做这部分题目，考生可以提高阅读理解能力，培养快速抓取信息的能力。
在完形填空部分，考生需要在给定的文章中选择正确的词语或短语填空。这部分题目主要考察考生的词汇理解和语境推测能力。通过做这部分题目，考生可以提高对文章的整体理解能力，培养在不完整语境下进行推测的能力。
最后，在写作部分，考生需要根据给出的题目写一篇作文。这部分题目主要考察考生的写作能力和语言表达能力。通过做这部分题目，考生可以提高写作能力，培养自己的思辨和表达能力。
这份考研《英语二》真题试卷及答案是备考的重要参考资料。考生可以通过做试卷来了解自己在各个方面的薄弱环节，并针对性地进行复习和训练。同时，考生还可以借助答案来纠正自己的错误，及时调整学习方法和策略。
希望考生们能够充分利用这份试卷及答案，制定科学的备考计划，合理安排备考时间，提高备考效率，取得优异的成绩。相信只要付出努力，就一定能够取得令人满意的考试结果。
考研《英语二》真题试卷及答案 篇三
2017考研《英语二》真题试卷及答案(完整版)
2017年考研已于12月26日顺利结束了，不知道各位考研的学子都考得怎么样呢?以下是百分网小编搜索整理的关于2017考研《英语二》真题试卷及答案(完整版)，供参考借鉴，希望对大家有所帮助!想了解更多相关信息请持续关注我们应届毕业生考试网!
Section 1 Use of English
Directions: Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)
Happy people work differently. They’re more productive, more creative, and willing to take greater risks. And new research suggests that happiness might influence__1__firm’s work, too.
Companies located in places with happier people invest more, according to a recent research paper.__2__, firms in happy places spend more on R&D (research and development). That’s because happiness is linked to the kind of longer-term thinking__3__for making investments for the future.
The researchers wanted to know if the__4__and inclination for risk-taking that come with happiness would__5__the way companies invested. So they compared U.S. cities’ average happiness__6__by Gallup polling with the investment activity of publicly traded firms in those areas.
__7__enough, firms’ investment and R&D intensity were correlated with the happiness of the area in which they were__8__.But is it really happiness that’s linked to investment, or could something else about happier cities__9__why firms there spend more on R&D? To find out, the researchers controlled for various__10__that might make firms more likely to invest – like size, industry, and sales – and for indicators that a place was__11__to live in, like growth in wages or population. The link between happiness and investment generally__12__even after accounting for these things.
The correlation between happiness and investment was particularly strong for younger firms, which the authors__13__to “less codified decision making process” and the possible presence of “younger and less__14__managers who are more likely to be influenced by sentiment.” The relationship was__15__stronger in places where happiness was spread more__16__.Firms seem to invest more in places where most people are relatively happy, rather than in places with happiness inequality.
__17__ this doesn’t prove that happiness causes firms to invest more or to take a longer-term view, the authors believe it at least__18__at that possibility. It’s not hard to imagine that local culture and sentiment would help__19__how executives think about the future. “It surely seems plausible that happy people would be more forward-thinking and creative and__20__R&D more than the average,” said one researcher.
1. [A] why [B] where [C] how [D] when
2. [A] In return [B] In particular [C] In contrast [D] In conclusion
3. [A] sufficient [B] famous [C] perfect [D] necessary
4. [A] inpidualism [B] modernism [C] optimism [D] realism
5. [A] echo [B] miss [C] spoil [D] change
6. [A] imagined [B] measured [C] invented [D] assumed
7. [A] Sure [B] Odd [C] Unfortunate [D] Often
8. [A] advertised [B] pided [C] overtaxed [D] headquartered
9. [A] explain [B] overstate [C] summarize [D] emphasize
10.[A] stages [B] factors [C] levels [D] methods
11.[A] desirable [B] sociable [C] reputable [D] reliable
12.[A] resumed [B] held [C]emerged [D] broke
13.[A] attribute [B] assign [C] transfer [D]compare
14.[A] serious [B] civilized [C] ambitious [D]experienced
15.[A] thus [B] instead [C] also [D] never
16.[A] rapidly [B] regularly [C] directly [D] equally
17.[A] After [B] Until [C] While [D] Since
18.[A] arrives [B] jumps [C] hints [D] strikes
19.[A] shape [B] rediscover [C] simplify [D] share 20.[A] pray for [B] lean towards [C] give away [D] send out
Section Ⅱ Reading Comprehension
Part A
Directions：Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)
Text 1
It’s true that high-school coding classes aren’t essential for learning computer science in college. Students without experience can catch up after a few introductory courses, said Tom Cortina, the assistant dean at Carnegie Mellon’s School of Computer Science.
However, Cortina said, early exposure is beneficial. When younger kids learn computer science, they learn that it’s not just a confusing, endless string of letters and numbers — but a tool to build apps, or create artwork, or test hypotheses. It’s not as hard for them to transform their thought processes as it is for older students. Breaking down problems into bite-sized chunks and using code to solve them becomes normal. Giving more children this training could increase the number of people interested in the field and help fill the jobs gap, Cortina said.
Students also benefit from learning something about coding before they get to college, where introductory computer-science classes are packed to the brim, which can drive the less-experienced or-determined students away.
The Flatiron School, where people pay to learn programming, started as one of the many coding bootcamps that’s become popular for adults looking for a career change. The high-schoolers get the same curriculum, but “we try to gear lessons toward things they’re interested in,” said Victoria Friedman, an instructor. For instance, one of the apps the students are developing suggests movies based on your mood.
The students in the Flatiron class probably won’t drop out of high school and build the next Fbook. Programming languages have a quick turnover, so the “Ruby on Rails” language they learned may not even be relevant by the time they enter the job market. But the skills they learn — how to think logically through a problem and
organize the results — apply to any coding language, said Deborah Seehorn, an education consultant for the state of North Carolina.
Indeed, the Flatiron students might not go into IT at all. But creating a future army of coders is not the sole purpose of the classes. These kids are goi
21. Cortina holds that early exposure to computer science makes it easier to____.
A. complete future job training
B. remodel the way of thinking
C. formulate logical hypotheses
D. perfect artwork production
22. In delivering lessons for high-schoolers, Flatiron has considered their____.
A. experience
B. academic backgrounds
C. career prospects
D. interest
23. Deborah Seehorn believes that the skills learned at Flatiron will____.
A. help students learn other computer languages
B. have to be upgraded when new technologies come
C. need improving when students look for jobs
D. enable students to make big quick money
24. According to the last paragraph, Flatiron students are expected to____.
A. compete with a future army of programmers
B. stay longer in the information technology industry
C. become better prepared for the digitalized world
D. bring forth innovative computer technologies
25. The word “coax” (Line4, Para.6) is closest in meaning to____.
A. challenge
B. persuade
C. frighten
D. misguide
Text 2
Biologists estimate that as many as 2 million lesser prairie chickens---a kind of bird living on stretching grasslands—once lent red to the often gray landscape of the midwestern and southwestern United States. But just some 22,000 birds remain today, occupying about 16% of the species’ historic range.
The crash was a major reason the U.S Fish and Wildlife Service (USFWS)decided to formally list the bird as threatened. “The lesser prairie chicken is in a desperate situation,” said USFWS Director Daniel Ashe. Some environmentalists, however, were disappointed. They had pushed the agency to designate the bird as “endangered,” a status that gives federal officials greater regulatory power to crack down on threats. But Ashe and others argued that the“threatened” tag gave the federal government flexibility to try out new, potentially less confrontational conservations approaches. In particular, they called for forging closer collaborations with western state governments, which are often uneasy with federal action and with the private landowners who control an estimated 95% of the prairie chicken’s habitat.
Under the plan, for example, the agency said it would not prosecute landowner or businesses that unintentionally kill, harm, or disturb the bird, as long as they had signed a range—wide management plan to restore prairie chicken habitat. Negotiated by USFWS and the states, the plan requires inpiduals and businesses that damage habitat as part of their operations to pay into a fund to replace every acre destroyed with 2 new acres of suitable habitat. The fund will also be used to compensate landowners who set aside habitat, USFWS also set an interim goal of restoring prairie chicken populations to an annual average of 67,000 birds over the next 10 years. And it gives the Western Association of Fish and Wildlife Agencies (WAFWA), a coalition of state agencies, the job of monitoring progress. Overall, the idea is to let “states” remain in the driver’s seat for managing the species，” Ashe said.
Not everyone buys the win-win rhetoric Some Congress members are trying to block the plan, and at least a dozen industry groups, four states, and three environmental groups are challenging it in federal court Not surprisingly, doesn’t go far enough “The federal government is giving responsibility for managing the bird to the same industries that are pushing it to extinction,” says biologist Jay Lininger.
26. The major reason for listing the lesser prairie as threatened is____
[A]its drastically decreased population
[B]the underestimate of the grassland acreage
[C]a desperate appeal from some biologists
[D]the insistence of private landowners
27.The “threatened” tag disappointed some environmentalists in that it_____
[A]was a give-in to governmental pressure
[B]would involve fewer agencies in action
[C]granted less federal regulatory power
[D]went against conservation policies
28.It can be learned from Paragraph3 that unintentional harm-doers will not be prosecuted if they_____
[A]agree to pay a sum for compensation
[B]volunteer to set up an equally big habitat
[C]offer to support the WAFWA monitoring job
[D]promise to raise funds for USFWS operations
29.According to Ashe， the leading role in managing the species in______
[A]the federal government
[B]the wildlife agencies
[C]the landowners
[D]the states
30.Jay Lininger would most likely support_______
[A]industry groups
[B]the win-win rhetoric
[C]environmental groups
[D]the plan under challenge
