在各領(lǐng)域中，只要有考核要求，就會(huì)有試題，借助試題可以更好地考查參試者所掌握的知識(shí)和技能。你知道什么樣的試題才是規(guī)范的嗎?下面小編為大家?guī)砜佳杏⒄Z二考試試題及答案2023，希望對(duì)您有所幫助!

考研英語二考試試題及答案2023

Section I 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 the ANSWER SHEET. (10 points)

People have speculated for centuries about a future without work .Today is no different, with academics, writers, and activists once again 1 that technology be replacing human workers. Some imagine that the coming work-free world will be defined by 2 . A few wealthy people will own all the capital, and the masses will struggle in an impoverished wasteland.

A different and not mutually exclusive 3 holds that the future will be a wasteland of a different sort, one 4 by purposelessness： Without jobs to give their lives 5 , people will simply become lazy and depressed. 6,today’s unemployed don’t seem to be having a great time. One Gallup poll found that 20 percent of Americans who have been unemployed for at least a year report having depression, double the rate for 7 Americans. Also, some research suggests that the 8 for rising rates of mortality, mental-health problems, and addicting 9 poorly-educated middle-aged people is shortage of well-paid jobs. Perhaps this is why many 10 the agonizing dullness of a jobless future.

But it doesn’t 11 follow from findings like these that a world without work would be filled with unease. Such visions are based on the 12 of being unemployed in a society built on the concept of employment. In the 13 of work, a society designed with other ends in mind could 14 strikingly different circumstanced for the future of labor and leisure. Today, the 15 of work may be a bit overblown. “Many jobs are boring, degrading, unhealthy, and a waste of human potential,” says John Danaher, a lecturer at the National University of Ireland in Galway.

These days, because leisure time is relatively 16 for most workers, people use their free time to counterbalance the intellectual and emotional 17 of their jobs. “When I come home from a hard day’s work, I often feel 18 ,” Danaher says, adding, “In a world in which I don’t have to work, I might feel rather different”—perhaps different enough to throw himself 19 a hobby or a passion project with the intensity usually reserved for 20 matters.

1.[A] boasting [B] denying [C] warning [D] ensuring

[答案][C] warning

2.[A] inequality [B] instability [C] unreliability [D] uncertainty

[答案][A] inequality

3.[A] policy [B]guideline [C] resolution [D] prediction

[答案][D] prediction

4.[A] characterized [B]divided [C] balanced [D]measured

[答案][A] characterized

5.[A] wisdom [B] meaning [C] glory [D] freedom

[答案][B] meaning

6.[A] Instead [B] Indeed [C] Thus [D] Nevertheless

[答案][B] Indeed

7.[A] rich [B] urban [C]working [D] educated

[答案][C] working

8. [A] explanation [B] requirement [C] compensation [D] substitute

[答案][A] explanation

9.[A] under [B] beyond [C] alongside [D] among

[答案][D] among

10.[A] leave behind [B] make up [C] worry about [D] set aside

[答案][C] worry about

11.[A] statistically [B] occasionally [C] necessarily [D] economically

[答案][C] necessarily

12.[A] chances [B] downsides [C] benefits [D] principles

[答案][B] downsides

13.[A] absence [B] height [C] face [D] course

[答案][A] absence

14.[A] disturb [B] restore [C] exclude [D] yield

[答案][D] yield

15.[A] model [B] practice [C] virtue [D] hardship

[答案][C] virtue

16.[A] tricky [B] lengthy [C] mysterious [D] scarce

[答案][D] scarce

17.[A] demands [B] standards [C] qualities [D] threats

[答案][A] demands

18.[A] ignored [B] tired [C] confused [D] starved

[答案][B] tired

19.[A] off [B] against [C] behind [D] into

[答案][D] into

20.[A] technological [B] professional [C] educational [D] interpersonal

[答案][B] professional

Section II Reading Comprehension

Part A

Directions：

Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)

Text 1

Every Saturday morning, at 9 am, more than 50,000 runners set off to run 5km around their local park. The Parkrun phenomenon began with a dozen friends and has inspired 400 events in the UK and more abroad. Events are free, staffed by thousands of volunteers. Runners range from four years old to grandparents; their times range from Andrew Baddeley’s world record 13 minutes 48 seconds up to an hour.

Parkrun is succeeding where London’s Olympic “l(fā)egacy” is failing. Ten years ago on Monday, it was announced that the Games of the 30th Olympiad would be in London. Planning documents pledged that the great legacy of the Games would be to level a nation of sport lovers away from their couches. The population would be fitter, healthier and produce more winners. It has not happened. The number of adults doing weekly sport did rise, by nearly 2 million in the run—up to 2012—but the general population was growing faster. Worse, the numbers are now falling at an accelerating rate. The opposition claims primary school pupils doing at least two hours of sport a week have nearly halved. Obesity has risen among adults and children. Official retrospections continue as to why London 2012 failed to “inspire a generation.” The success of Parkrun offers answers.

Parkun is not a race but a time trial： Your only competitor is the clock. The ethos welcomes anybody. There is as much joy over a puffed-out first-timer being clapped over the line as there is about top talent shining. The Olympic bidders, by contrast, wanted to get more people doing sports and to produce more elite athletes. The dual aim was mixed up： The stress on success over taking part was intimidating for newcomers.

Indeed, there is something a little absurd in the state getting involved in the planning of such a fundamentally “grassroots”, concept as community sports associations. If there is a role for government, it should really be getting involved in providing common goods—making sure there is space for playing fields and the money to pave tennis and netball courts, and encouraging the provision of all these activities in schools. But successive governments have presided over selling green spaces, squeezing money from local authorities and declining attention on sport in education. Instead of wordy, worthy strategies, future governments need to do more to provide the conditions for sport to thrive. Or at least not make them worse.

21.According to Paragraph1, Parkrun has .

[A] gained great popularity

[B] created many jobs

[C] strengthened community ties

[D] become an official festival

[答案][A] gained great popularity

22.The author believes that London’s Olympic“l(fā)egacy” has failed to .

[A] boost population growth

[B] promote sport participation

[C] improve the city’s image

[D] increase sport hours in schools

[答案][B] promote sport participation

23.Parkrun is different from Olympic games in that it .

[A] aims at discovering talents

[B] focuses on mass competition

[C] does not emphasize elitism

[D] does not attract first-timers

[答案][C] does not emphasize elitism

24.With regard to mass sport, the author holds that governments should .

[A] organize “grassroots” sports events

[B] supervise local sports associations

[C] increase funds for sports clubs

[D] invest in public sports facilities

[答案][D] invest in public sports facilities

25.The author’s attitude to what UK governments have done for sports is .

[A] tolerant

[B] critical

[C] uncertain

[D] sympathetic

[答案][B] critical

Text 2

With so much focus on children’s use of screens, it’s easy for parents to forget about their own screen use. “Tech is designed to really suck on you in,” says Jenny Radesky in her study of digital play, “and digital products are there to promote maximal engagement. It makes it hard to disengage, and leads to a lot of bleed-over into the family routine. ”

Radesky has studied the use of mobile phones and tablets at mealtimes by giving mother-child pairs a food-testing exercise. She found that mothers who sued devices during the exercise started 20 percent fewer verbal and 39 percent fewer nonverbal interactions with their children. During a separate observation, she saw that phones became a source of tension in the family. Parents would be looking at their emails while the children would be making excited bids for their attention.

Infants are wired to look at parents’ faces to try to understand their world, and if those faces are blank and unresponsive—as they often are when absorbed in a device—it can be extremely disconcerting foe the children. Radesky cites the “still face experiment” devised by developmental psychologist Ed Tronick in the 1970s. In it, a mother is asked to interact with her child in a normal way before putting on a blank expression and not giving them any visual social feedback; The child becomes increasingly distressed as she tries to capture her mother’s attention. “Parents don’t have to be exquisitely parents at all times, but there needs to be a balance and parents need to be responsive and sensitive to a child’s verbal or nonverbal expressions of an emotional need,” says Radesky.

On the other hand, Tronick himself is concerned that the worries about kids’ use of screens are born out of an “oppressive ideology that demands that parents should always be interacting” with their children： “It’s based on a somewhat fantasized, very white, very upper-middle-class ideology that says if you’re failing to expose your child to 30,000 words you are neglecting them.” Tronick believes that just because a child isn’t learning from the screen doesn’t mean there’s no value to it—particularly if it gives parents time to have a shower, do housework or simply have a break from their child. Parents, he says, can get a lot out of using their devices to speak to a friend or get some work out of the way. This can make them feel happier, which lets then be more available to their child the rest of the time.

26.According to Jenny Radesky, digital products are designed to ______.

[A] simplify routine matters

[B] absorb user attention

[C] better interpersonal relations

[D] increase work efficiency

[答案][B] absorb user attention

27.Radesky’s food-testing exercise shows that mothers’ use of devices ______.

[A] takes away babies’ appetite

[B] distracts children’s attention

[C] slows down babies’ verbal development

[D] reduces mother-child communication

[答案][D] reduces mother-child communication

28.Radesky’s cites the “still face experiment” to show that _______.

[A] it is easy for children to get used to blank expressions

[B] verbal expressions are unnecessary for emotional exchange

[C] children are insensitive to changes in their parents’ mood

[D] parents need to respond to children’s emotional needs

[答案][D] parents need to respond to children’s emotional needs

29.The oppressive ideology mentioned by Tronick requires parents to_______.

[A] protect kids from exposure to wild fantasies

[B] teach their kids at least 30,000 words a year

[C] ensure constant interaction with their children

[D] remain concerned about kid’s use of screens

[答案][C] ensure constant interaction with their children

30.According to Tronick, kid’s use of screens may_______.

[A] give their parents some free time

[B] make their parents more creative

[C] help them with their homework

[D] help them become more attentive

[答案][A] give their parents some free time

Text 3

Today, widespread social pressure to immediately go to college in conjunction with increasingly high expectations in a fast-moving world often causes students to completely overlook the possibility of taking a gap year. After all, if everyone you know is going to college in the fall, it seems silly to stay back a year, doesn’t it? And after going to school for 12 years, it doesn’t feel natural to spend a year doing something that isn’t academic.

But while this may be true, it’s not a good enough reason to condemn gap years. There’s always a constant fear of falling behind everyone else on the socially perpetuated “race to the finish line,” whether that be toward graduate school, medical school or lucrative career. But despite common misconceptions, a gap year does not hinder the success of academic pursuits—in fact, it probably enhances it.

Studies from the United States and Australia show that students who take a gap year are generally better prepared for and perform better in college than those who do not. Rather than pulling students back, a gap year pushes them ahead by preparing them for independence, new responsibilities and environmental changes—all things that first-year students often struggle with the most. Gap year experiences can lessen the blow when it comes to adjusting to college and being thrown into a brand new environment, making it easier to focus on academics and activities rather than acclimation blunders.

If you’re not convinced of the inherent value in taking a year off to explore interests, then consider its financial impact on future academic choices. According to the National Center for Education Statistics, nearly 80 percent of college students end up changing their majors at least once. This isn’t surprising, considering the basic mandatory high school curriculum leaves students with a poor understanding of themselves listing one major on their college applications, but switching to another after taking college classes. It’s not necessarily a bad thing, but depending on the school, it can be costly to make up credits after switching too late in the game. At Boston College, for example, you would have to complete an extra year were you to switch to the nursing school from another department. Taking a gap year to figure things out initially can help prevent stress and save money later on.

31.One of the reasons for high-school graduates not taking a gap year is that .

[A] they think it academically misleading

[B] they have a lot of fun to expect in college

[C] it feels strange to do differently from others

[D] it seems worthless to take off-campus courses

[答案][C] it feels strange to do differently from others

32.Studies from the US and Australia imply that taking a gap year helps .

[A] keep students from being unrealistic

[B] lower risks in choosing careers

[C] ease freshmen’s financial burdens

[D] relieve freshmen of pressures

[答案][D] relieve freshmen of pressures

33.The word “acclimation” (Line 8, Para. 3) is closest in meaning to .

[A] adaptation

[B] application

[C] motivation

[D] competition

[答案][A] adaptation

34.A gap year may save money for students by helping them .

[A] avoid academic failures

[B] establish long-term goals

[C] switch to another college

[D] decide on the right major

[答案][D] decide on the right major

35.The most suitable title for this text would be .

[A] In Favor of the Gap Year

[B] The ABCs of the Gap Year

[C] The Gap Year Comes Back

[D] The Gap Year： A Dilemma

[答案][A] In Favor of the Gap Year

Text 4

Though often viewed as a problem for western states, the growing frequency of wildfires is a national concern because of its impact on federal tax dollars, says Professor Max Moritz, a specialist in fire ecology and management.

In 2015, the US Forest Service for the first time spent more than half of its .5 billion annual budget fighting fires—nearly double the percentage it spent on such efforts 20 years ago. In effect, fewer federal funds today are going towards the agency’s other work—such as forest conservation, watershed and cultural resources management, and infrastructure upkeep—that affect the lives of all Americans.

Another nationwide concern is whether public funds from other agencies are going into construction in fire-prone districts. As Moritz puts it, how often are federal dollars building homes that are likely to be lost to a wildfire?

“It’s already a huge problem from a public expenditure perspective for the whole country,” he says.” We need to take a magnifying glass to that. Like, “Wait a minute, is this OK?” “Do we want instead to redirect those funds to concentrate on lower-hazard parts of the landscape?”

Such a view would require a corresponding shift in the way US society today views fire, researchers say.

For one thing, conversations about wildfires need to be more inclusive. Over the past decade, the focus has been on climate change—how the warming of the Earth from greenhouse gases is leading to conditions that worsen fires.

While climate is a key element, Moritz says, it shouldn’t come at the expense of the rest of the equation.

“The human systems and the landscapes we live on are linked, and the interactions go both ways,” he says. Failing to recognize that, he notes, leads to “an overly simplified view of what the solutions might be. Our perception of the problem and of what the solution is becomes very limited.”

At the same time, people continue to treat fire as an event that needs to be wholly controlled and unleashed only out of necessity, says Professor Balch at the University of Colorado. But acknowledging fire’s inevitable presence in human life is an attitude crucial to developing the laws, policies, and practices that make it as safe as possible, she says.

“We’ve disconnected ourselves from living with fire,” Balch says. “It is really important to understand and try and tease out what is the human connection with fire today.”

36.More frequent wildfires have become a national concern because in 2015 they .

[A] exhausted unprecedented management efforts

[B] consumed a record-high percentage of budget

[C] severely damaged the ecology of western states

[D] caused a huge rise of infrastructure expenditure

[答案][B] consumed a record-high percentage of budget

37.Moritz calls for the use of “a magnifying glass” to .

[A] raise more funds for fire-prone areas

[B] avoid the redirection of federal money

[C] find wildfire-free parts of the landscape

[D] guarantee safer spending of public funds

[答案][D] guarantee safer spending of public funds

38.While admitting that climate is a key element, Moritz notes that .

[A] public debates have not settled yet

[B] fire-fighting conditions are improving

[C] other factors should not be overlooked

[D] a shift in the view of fire has taken place

[答案][C] other factors should not be overlooked

39.The overly simplified view Moritz mentions is a result of failing to .

[A] discover the fundamental makeup of nature

[B] explore the mechanism of the human systems

[C] maximize the role of landscape in human life

[D] understand the interrelations of man and nature

[答案][D] understand the interrelations of man and nature

40.Professor Balch points out that fire is something man should .

[A] do away with

[B] come to terms with

[C] pay a price for

[D] keep away from

[答案][B] come to terms with

考研英語考試內(nèi)容

1、考試內(nèi)容

試題分三部分，共52題，包括英語知識(shí)運(yùn)用、閱讀理解和寫作。

2、英語知識(shí)運(yùn)用

該部分不僅考查考生對(duì)不同語境中規(guī)范的語言要素(包括詞匯、表達(dá)方式和結(jié)構(gòu))的掌握程度，而且還考查考生對(duì)語段特征(如連貫性和一致性等)的辨識(shí)能力等。共20小題，每小題0.5分，共10分。

在一篇240-280詞的文章中留出20個(gè)空白，要求考生從每題給出的4個(gè)選項(xiàng)中選出最佳答案。

3、閱讀理解

該部分由A、B、C三節(jié)組成，考查考生理解書面英語的能力。共30小題，每小題2分，共60分。

A節(jié)(20小題)：主要考查考生理解主旨要義、具體信息、概念性含義，進(jìn)行有關(guān)的判斷、推理和引申，根據(jù)上下文推測生詞的詞義等能力。要求考生根據(jù)所提供的4篇(總長度約為1600詞)文章的內(nèi)容，從每題所給出的4個(gè)選項(xiàng)中選出最佳答案?？忌诖痤}卡1上作答。

B節(jié)(5小題)：主要考查考生對(duì)諸如連貫性、一致性等語段特征以及文章結(jié)構(gòu)的理解?？忌诖痤}卡1上作答。

4、備選題型有：

1)本部分的內(nèi)容是一篇總長度為500~600詞的文章，其中有5段空白，文章后有6~7段文字。要求考生根據(jù)文章內(nèi)容從這6-7段文字中選擇能分別放進(jìn)文章中5個(gè)空白處的5段。

2)在一篇長度約500-600詞的文章中，各段落的原有順序已被打亂，要求考生根據(jù)文章的內(nèi)容和結(jié)構(gòu)將所列段落(7~8個(gè))重新排序，其中有2-3個(gè)段落在文章中的位置已給出。

3)在一篇長度為500詞的文章前或后有6-7段文字或6-7個(gè)概括句或小標(biāo)題。這些文字或標(biāo)題分別是對(duì)文章中某一部分的概括、闡述或舉例。要求考生根據(jù)文章內(nèi)容，從這6~7個(gè)選項(xiàng)中選出最恰當(dāng)?shù)?段文字或5個(gè)標(biāo)題填入文章的空白處。

C節(jié)(5小題)：主要考查考生準(zhǔn)確理解概念或結(jié)構(gòu)較復(fù)雜的英語文字材料的能力。要求考生閱讀一篇約400詞的文章，并將其中5個(gè)畫線部分(約150詞)譯成漢語，要求譯文準(zhǔn)確、完整、通順。考生在答題卡2上做答。

5、寫作

該部分由A、B兩節(jié)組成，主要考查考生的書面表達(dá)能力。共30分。

A節(jié)：題型有兩種，每次考試選擇其中的一種形式。

1)考生根據(jù)所給情景寫出約100詞(標(biāo)點(diǎn)符號(hào)不計(jì)算在內(nèi))的應(yīng)用性短文，包括私人和公務(wù)信函、備忘錄、報(bào)告等。

2)要求考生根據(jù)所提供的漢語文章，用英語寫出一篇80-100詞的文章摘要。

B節(jié)：考生根據(jù)提示信息寫出一篇160-200詞的短文(標(biāo)點(diǎn)符號(hào)不計(jì)算在內(nèi))。提示信息的形式有主題句、寫作提綱、規(guī)定情景、圖、表等?？忌诖痤}卡2上作答。共20分。

碩士研究生入學(xué)統(tǒng)一考試英語(一)考試將英譯漢試題作為閱讀理解的一部分，其目的是測試考生根據(jù)上下文準(zhǔn)確理解概念或復(fù)雜結(jié)構(gòu)并用漢語正確予以表達(dá)的能力。

考研英語一和英語二的區(qū)別

1、難度區(qū)別

英語一：英語一的難度大致在英語六級(jí)-專業(yè)英語四級(jí)之間。通俗點(diǎn)講，英語6級(jí)過線的同學(xué)，一般有能力考到英語一60左右的分?jǐn)?shù)。

英語二：英語二的難度大致和英語四級(jí)相當(dāng)，一般英語四級(jí)過線同學(xué)，英語二可以考到60左右;六級(jí)過線同學(xué)考70是沒有太大問題的!

2、復(fù)習(xí)策略

英語一：英語一的得分重點(diǎn)在閱讀，區(qū)分在翻譯和作文，所以有針對(duì)性的訓(xùn)練閱讀和作文是得高分很重要的一環(huán)，同學(xué)們?cè)趶?fù)習(xí)的過程中要時(shí)刻引起注意!

英語二：英語二難度不大，但是閱讀很容易丟分，往年同學(xué)們對(duì)這塊重視度不夠?qū)е聦?shí)際得分和自己的預(yù)想分?jǐn)?shù)差別很大。

考研英語怎么準(zhǔn)備

1、真題真題真題

現(xiàn)在大家基本上都不會(huì)再做模擬題了，但是還是要說一下，考研英語準(zhǔn)備的指定參考書一定是歷年真題。

2、單詞

很多人覺得閱讀理解的題最重要的是長難句。這個(gè)觀點(diǎn)非常片面，單詞一定是讀懂長難句的基礎(chǔ)，大家把單詞記熟了以后，可以明顯的發(fā)現(xiàn)，很多復(fù)雜的句子都能理解意思。另外單詞不僅僅是閱讀理解的基礎(chǔ)，單詞學(xué)會(huì)了完形填空和翻譯等等都可以較快較好的做好。

3、自信

很多人說四級(jí)沒過，考研英語怎么辦，會(huì)不會(huì)不過線，考研英語當(dāng)然比四六級(jí)都難，但是完全不一樣啊。很有套路的，十個(gè)月的時(shí)間全心準(zhǔn)備一個(gè)考研時(shí)間絕對(duì)來的及。所以對(duì)英語有畏懼的同學(xué)完全不要害怕。一定可以過線甚至打高分。4、沉著

你會(huì)發(fā)現(xiàn)這么一個(gè)情況：無論你怎么學(xué)，你好像都比身邊的人慢，你二月開始學(xué)，會(huì)有人去年就開始學(xué)，三月開始學(xué)，有人二月就開始了。你真題剛開始人家已經(jīng)做了一遍了，你每天學(xué)六七個(gè)小時(shí)。別人學(xué)十四個(gè)小時(shí)。

5、計(jì)劃

以兩周為大周期，以一天為小周期列計(jì)劃，計(jì)劃完成了，自己心情也會(huì)非常愉悅，也不會(huì)感到害怕。