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绝密★启用前
2012 年全国硕士研究生招生考试
英语（二）
（科目代码：204）
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（以下信息考生必须认真填写）
考生编号
考生姓名Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and
markA,B,CorDonANSWERSHEET1.(10points)
Millions of Americans and foreigners see G.I. 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
G.I. was the 2 man grown into hero, the poor 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
brutalenemiesseenincenturies.
His name isn’t much. G.I. is just a military abbreviation 7 Government
Issue, and it was on all of the articles 8 to soldiers. And Joe? A common
name for a guy who never 9 it to the top. Joe Blow, Joe Palooka, Joe
Magrac...a working class name. The United States has 10 had a president or
vice-presidentorsecretaryofstateJoe.
G.I. Joe had a 11 career fighting German, Japanese, and Korean troops.
He appears as a character, or a 12 of American personalities, in the 1945
movie The Story of G.I. Joe, based on the last days of war correspondent Ernie
Pyle. Some of the soldiers Pyle 13 portrayed themselves in the film. Pyle
was famous for covering the 14 side of the war, 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
importantpersonintheirlives.
英语（二）试题 .1. (共14页)1.[A]served [B]performed [C]rebelled [D]betrayed
2.[A]actual [B]common [C] special [D]normal
3.[A]loaded [B]eased [C]removed [D]bore
4.[A]necessities [B]facilities [C]commodities [D]properties
5.[A]and [B]nor [C]but [D]hence
6.[A]for [B]into [C]from [D]against
7.[A]implying [B]meaning [C]symbolizing [D]claiming
8.[A]handedout [B]turnedover [C]broughtback [D]passeddown
9.[A]pushed [B]got [C]made [D]managed
10.[A]ever [B]never [C]either [D]neither
11.[A]disguised [B]disturbed [C]disputed [D]distinguished
12.[A]company [B]community [C]collection [D]colony
13.[A]employed [B]appointed [C]interviewed [D]questioned
14.[A]human [B]military [C]political [D]ethical
15.[A]ruined [B]commuted [C]patrolled [D]gained
16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted
17.[A]neglected [B]emphasized [C]avoided [D]admired
18.[A]stages [B]illusions [C]fragments [D]advances
19.[A]With [B]To [C]Among [D]Beyond
20.[A] on the contrary [B]bythismeans [C]from theoutset [D]atthatpoint
Section II Reading Comprehension
PartA
Directions:
Read the following four texts. Answer the questions after each text by choosing A,
B, CorD.Markyour answersonANSWER SHEET1.(40points)
英语（二）试题 .2. (共14页)Text1
Homework has never been terribly popular with students and even many
parents, but in recentyearsit hasbeen particularly scorned.School districtsacross the
country, most recently Los Angeles Unified, are revising their thinking on this
educational ritual. Unfortunately, L.A. Unified has produced an inflexible policy
which mandates that with the exception of some advanced courses, homework
may nolongercountfor morethan10%ofastudent’sacademicgrade.
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 complete on their own or that they 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 part 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 very 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
whatworksbestfortheirstudents,thepolicyimposesaflat,across-the-boardrule.
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 matters, it should
account for a significant portion of the grade. Meanwhile, this policy does nothing
to ensure that the homework students receive is meaningful or appropriate to their
age and the subject, or that teachers are not assigning more than they are willing
to reviewandcorrect.
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.
英语（二）试题 .3. (共14页)21.It isimplied inParagraph1thatnowadayshomework_____.
[A]isreceivingmorecriticism
[B]isgainingmorepreferences
[C]isnolongeraneducationalritual
[D]isnotrequiredfor advancedcourses
22. L.A. Unified has made the rule about homework mainly because poor students
_____.
[A]tendtohavemoderateexpectationsfor theireducation
[B]haveaskedfor adifferenteducationalstandard
[C]mayhaveproblemsfinishingtheirhomework
[D]havevoicedtheircomplaintsabouthomework
23.AccordingtoParagraph3,oneproblemwiththepolicyisthatitmay_____.
[A]resultinstudents’indifferencetotheirreportcards
[B]underminetheauthorityofstatetests
[C]restrictteachers’powerineducation
[D]discourage studentsfrom doinghomework
24. As mentioned in Paragraph 4, a key question unanswered about homework is
whether_____.
[A]itshouldbeeliminated
[B]itcountsmuchinschooling
[C]itplacesextraburdensonteachers
[D]itisimportantfor grades
25.Asuitabletitleforthistextcouldbe_____.
[A]AFaultyApproachtoHomework
[B]AWelcomedPolicyfor PoorStudents
[C]ThornyQuestionsaboutHomework
[D]WrongInterpretationsofanEducationalPolicy
英语（二）试题 .4. (共14页)Text2
Pretty in pink: adult women do not remember being so obsessed with the
colour, yet it is pervasive in our young girls’ lives. It 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 atthesingularlackofimaginationaboutgirls’livesandinterests.
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 kids, 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,
according to Daniel Cook, a historian of childhood consumerism, it was
popularised as amarketing trick by clothing manufacturers 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. It 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 notpreviously exist.
英语（二）试题 .5. (共14页)26. By saying “itis…the rainbow” (Line 3, Para. 1), the author means pink _____.
[A]cannotexplaingirls’lackofimagination
[B]shouldnotbeassociatedwithgirls’innocence
[C]shouldnotbethesolerepresentationofgirlhood
[D]cannotinfluencegirls’livesandinterests
27.AccordingtoParagraph2,whichofthefollowingistrueofcolours?
[A]Coloursareencodedingirls’DNA.
[B]Blueusedtoberegardedasthecolourfor girls.
[C]Whiteispreferredbybabies.
[D]Pinkusedtobeaneutralcolourinsymbolisinggenders.
28. The author suggests that our perception of children’s psychological development
was much influenced by _____.
[A]theobservationofchildren’snature
[B]themarketingofproductsforchildren
[C]researchesintochildren’sbehaviour
[D]studiesofchildhoodconsumption
29.Wemay learn from Paragraph 4 that department stores were advised to
_____.
[A]classify consumersintosmallergroups
[B]attachequalimportancetodifferentgenders
[C]focusoninfantwearandolderkids’clothes
[D]createsomecommonshoppers’terms
30. It can be concluded that girls’attraction to pink seems to be _____.
[A]fullyunderstoodbyclothingmanufacturers
[B]clearlyexplainedbytheirinborntendency
[C]mainlyimposedbyprofit-drivenbusinessmen
[D]wellinterpretedbypsychologicalexperts
英语（二）试题 .6. (共14页)Text3
In 2010, 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 2010 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”inalongerbattle.
On July 29th they were relieved, at least temporarily. A federal appeals court
overturned the prior decision, ruling that Myriad Genetics could indeed hold
patents to two genes that help forecast a woman’s risk of breast cancer. The chief
executive of Myriad, a company in Utah, said the ruling was a blessing to firms
and patientsalike.
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 Myriad’s. 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 thathave 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 already 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 lawyers on the
shifting landscape for patents. Each meeting was packed.
英语（二）试题 .7. (共14页)31.It canbelearnedfromParagraph1thatthebiotechcompanieswouldlike_____.
[A]genestobepatentable
[B]theBIOtoissueawarning
[C]theirexecutivestobeactive
[D]judgestoruleoutgenepatenting
32.Thosewhoareagainstgenepatentsbelievethat_____.
[A]genetictestsarenotreliable
[B]onlyman-madeproductsarepatentable
[C]patentsongenesdependmuchoninnovation
[D]courtsshouldrestrictaccesstogenetictests
33.AccordingtoHansSauer,companiesareeagertowinpatentsfor_____.
[A]discoveringgeneinteractions
[B]establishingdiseasecorrelations
[C]drawingpicturesofgenes
[D]identifying humanDNA
34. By saying “Each meeting was packed” (Line 4, Para. 6), the author means that
_____.
[A]thesupremecourtwasauthoritative
[B]theBIOwasapowerfulorganisation
[C]genepatentingwasagreatconcern
[D]lawyerswerekeentoattendconventions
35. Generally speaking, the author’s attitude toward gene patenting is _____.
[A]critical
[B]supportive
[C]scornful
[D]objective
英语（二）试题 .8. (共14页)Text4
The 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,andthecharacterofoursocietyforyears.
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 putanecessaryendtoaneraofrecklesspersonalspending.
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 economist 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.
英语（二）试题 .9. (共14页)36. By saying “to find silver linings” (Line 1, Para. 2) the author suggests that the
joblesstryto_____.
[A]seeksubsidiesfromthegovernment
[B]makeprofitsfromthetroubledeconomy
[C]explorereasonsfor theunemployment
[D]lookonthebrightsideoftherecession
37.According to Paragraph 2, the recession has made people _____.
[A]struggleagainsteachother
[B]realizethenationaldream
[C]challengetheirprudence
[D]reconsidertheirlifestyle
38. Benjamin Friedman believes that economic recessions may _____.
[A]imposeaheavierburdenonimmigrants
[B]bringoutmoreevilsofhumannature
[C]promotetheadvanceofrightsandfreedoms
[D]easeconflictsbetweenracesandclasses
39. The research of Till Von Wachter suggests that in the recession graduates from
eliteuniversitiestendto_____.
[A]lagbehindtheothersduetodecreasedopportunities
[B]catchupquicklywithexperiencedemployees
[C]seetheirlifechancesasdimmedastheothers’
[D]recover morequicklythantheothers
40.The author thinks that the influence of hard times on society is _____.
[A]trivial
[B]positive
[C]certain
[D]destructive
英语（二）试题 .10. (共14页)PartB
Directions:
Read the following text and answer the questions by finding 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. Mark your answers on
ANSWERSHEET1.(10points)
“Universal history, the history of what man has accomplished in this world,
is at bottom the History of the Great Men who have worked here,” wrote the
Victorian sageThomas 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 De Viris 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 Niccolò
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 authors of their day, stressing the uniqueness of the
artist’s personal experience rather than public glory. By contrast, the Victorian
author Samuel Smiles 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 Smiles, “what it is in the power of each to accomplish for himself.” His
biographies of James Watt, Richard Arkwright and Josiah 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 Engels in The
英语（二）试题 .11. (共14页)Communist Manifesto. For them, history did nothing, it possessed no immense
wealth nor waged battles: “It is man, real, 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 revolutionised 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] emphasizedthevirtueofclassicalheroes.
41.Petrarch [B] highlighted the public glory of the leading
artists.
42.NiccolòMachiavelli [C] focused on epochal figures whose lives were
hardtoimitate.
43.SamuelSmiles [D] opened up new realms of understanding the
greatmeninhistory.
44.ThomasCarlyle [E] held that history should be the story of the
massesandtheirrecordofstruggle.
45.MarxandEngels [F] dismissed virtue as unnecessary for successful
leaders.
[G] depicted the worthy lives of engineers,
industrialistsandexplorers.
英语（二）试题 .12. (共14页)Section III Translation
46.Directions:
Translate the following text from English into Chinese. Write your translation on
ANSWERSHEET2.(15points)
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 the 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
productsfor their factories to make.
Section IV Writing
PartA
47.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 to
1)makeacomplaint,and
2)demandapromptsolution.
Youshouldwriteabout100wordsonANSWERSHEET2.
Donotsignyour ownnameattheendoftheletter.Use“ZhangWei”instead.
Donotwritetheaddress.(10points)
英语（二）试题 .13. (共14页)PartB
48.Directions:
Write an essay based on the following table. In your writing, you should
1) describe the table, and
2) give your comments.
You should write at least 150 words.
Write your essay onANSWER SHEET 2. (15 points)
某公司员工工作满意度调查
满意度
满意 不清楚 不满意
年龄组
≤40岁 16.7％ 50.0％ 33.3％
41~50岁 0.0％ 36.0％ 64.0％
＞50岁 40.0％ 50.0％ 10.0％
英语（二）试题 .14. (共14页)
