2018年全国硕士研究生入学统一考试英语（二）
及答案
Section I U of English
Directions:
Read the following text. Choo the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)
Why do people read negative Internet comments and do other things that will obviously be painful? Becau humans have an inherent need to___1___ uncertainty, according to a recent study in Psychological Science. The new rearch reveals that the need to know is so strong that people will ___2_ _ to satisfy their curiosity even when it is clear the answer will ___3___.
In a ries of four experiments, behavioral scientists at the University of Chicago Booth
School of Business and the Wisconsin School of Business tested students' willingness to ___4___ themlves to unpleasant stimuli in an effort to satisfy curiosity. For one ___5___, each participant was shown a pile of pens that the rearcher claimed were from a previous experiment. The twist? Half of the pens would ___6___ an electric shock when clicked.
Twenty-ven students were told which pens were rigged; another twenty-ven were told only that some were electrified. ___7___ left alone in the room, the students who did not know which ones would shock them clicked more pens and incurred more jolts than the students who knew what would ___8___. Subquent experiments replicated this effect with other stimuli, ___9___ the sound of fingernails on a chalkboard and photographs of disgusting incts.
The drive to ___10___ is deeply ingrained in humans, much the same as the basic drives ___11___ or shelter, says Christopher He of the University of Chicago, a co-author of the paper. Curiosity is often considered a good instinct—it can ____12 ___ new
scientific advances, for instance—but sometimes such __ 13____ can backfire. The insight that curiosity can drive you to do ____14____ things is a profound one.
Unhealthy curiosity is possible to ___15___, however. In a final experiment, participants who were encouraged to ___16___ how they would feel after viewing an unpleasant picture were less likely to ___17____ to e such an image. The results suggest that imagining the ___18_ _ of following through on one's curiosity ahead of time can help determine___ 19____ it is worth the endeavor. “Thinking about long-term ___20___ is key to mitigating the possible negative effects of curiosity,” He says. In other words, don't read online comments.
1. A. ignore | B. protect | C. discuss | D. resolve |
2. A. refu | B. ek | C. wait | D. regret |
3. A. ri | B. last | C. hurt | D. mislead |
4. A. alert | B. expo | C. tie | D. treat |
日本黑帮电影5. A. trial | 西南政法大学录取分数线B. message | C. review | 齐心是哪里人D. concept |
6. A. remove | B. deliver | C. weaken | D. interrupt |
7. A. Unless | B. If | C. When | D. Though |
8. A. change | B. continue | C. disappear | D. happen |
9. A. such as | B. rather than 征婚简历 | 个人爱好怎么写C.regardless of | D. owing to |
10. A. disagree | B. forgive | C. discover | D. forget |
11.A. pay | B. food | C. marriage | D. schooling |
12.A. begin with | B. rest on | C. lead to | D. learn from |
乒乓球张继科13.A. inquiry | B. withdrawal | C. persistence | D. diligence |
14.A. lf-deceptive | B. lf-reliant | C. lf-evident | D. lf-destructive |
15.A. trace | B. define | C. replace | D. resist |
16.A. conceal | B. overlook | C. design | D. predict |
17.A. choo | B. remember | C. promi | D. pretend |
18.A. relief | B. outcome | C. plan | D. duty长城的形容词 |
19.A. how | B. why | C. where | D. whether |
20.A.limitations | B. investments | C. conquences | D. strategies |
| 水稻病虫害防治 | | | |
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 is curious that Stephen Koziatek feels almost as though he has to justify his efforts to give his students a better future.
Mr. Koziatek is part of something pioneering. He is a teacher at a New Hampshire high school where learning is not something of books and tests and rote memorization, but practical, reports staff writer Stacy Teicher Khadaroo in this week’s cover story. When did it become accepted wisdom that students should be able to name the 13th president of the United States but be utterly bamboozled by a busted bike chain?
As Koziatek knows, there is learning in just about everything. Nothing is necessarily gained by forcing students to learn geometry at a graffitied desk stuck with generations of discarded chewing gum. They can also learn geometry by asmbling a bicycle.
But he’s also found a kind of insidious prejudice. Working with your hands is en as almost a mark of inferiority. Schools in the family of vocational education “have that stereotype ... that it’s for kids who can’t make it academically,” he says.
On one hand, that viewpoint is a logical product of America’s evolution. Manufacturing is not the economic engine that it once was. The job curity that the US economy once offered to high school graduates has largely evaporated. More education is the new mantra. We want more for our kids, and rightfully so.
But the headlong push into bachelor’s degrees for all – and the subtle devaluing of anything less – miss an important point: That’s not the only thing the American economy needs. Yes, abachelor's degree opens moredoors. But even now, 54 percent of the jobs in the country aremiddle-skill job, such as construction and high-skill manufacturi
ng. But only 44 percent of workers are adequately trained.
