2014年考研英语二命题人偏好预测试卷（九）

　　2014年考研英语二命题人偏好预测试卷（九）答案解析

　　Section I Use of English

　　Directions:

　　Read the following text. Choose the best word(s) from each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)

　　In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the 1 half of the 19th century; most of 2 were charitable. Both in Europe and in the U. S., the day nursery movement received great 3 during the First World War, when 4 of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established 5 in munitions plants, under direct government sponsorship. 6 the number of nurseries in the U.S. also rose 7 , this rise was accomplished without government aid of any kind. During the years following the First World War, 8 , Federal State, and local governments gradually began to exercise a measure of control

　　9 the day nurseries, chiefly by 10 them.

　　The 11 of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were 12 called up on to replace men in the factories. On this 13 the U.S. government immediately came to the support of the nursery schools, 14 $ 6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities 15 this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared 16 in daycare centers receiving Federal 17 .Soon afterward, the Federal government 18 cut down its expenditures for this purpose and later 19 them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their 20 at the end of the war was only partly fulfilled.

　　1.[A] latter [B] late [C] other [D] first

　　2. [A] those [B] them [C] whose [D] whom

　　3. [A] impetus [B] input [C] imitation [D] initiative

　　4. [A]sources [B] abundance [C] shortage [D] reduction

　　5. [A]hardly [B] entirely [C] only [D] even

　　6. [A] Because [B] As [C] Since [D] Although

　　7. [A] unanimously [B] sharply [C] predominantly [D] militantly

　　8. [A] therefore [B] consequently [C] however [D] moreover

　　9. [A] over [B] in [C] at [D] about

　　10. [A] formulating [B] labeling [C] patenting [D] licensing

　　11. [A] outset [B] outbreak [C] breakthrough [D] breakdown

　　12. [A] again [B] thus [C] repeatedly [D] yet

　　13. [A] circumstance [B] occasion [C] case [D] situation

　　14. [A] regulating [B] summoning [C] allocating [D] transferring

　　15. [A] expanded [B] facilitated [C] supplemented [D] compensated

　　16. [A] by [B] after [C] of [D] for

　　17. [A] pensions [B] subsidies [C] revenues [D] budgets

　　18. [A] prevalently [B] furiously [C] statistically [D] drastically

　　19. [A] abolished [B] diminished [C] jeopardized [D] precluded

　　20. [A] nurseries [B] homes [C] jobs [D] children

　　Section II Reading Comprehension

　　Part A

　　Directions:

　　There are 4 passages in this part .Each of the passages is followed by 5 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET. (40points)

　　Text 1

　　Of all the areas of learning the most important is the development of attitudes: emotional reactions as well as logical thought processes affect the behavior of most people. “The burnt child fears the fire” is one instance; another is the rise of despots like Hitler. Both these examples also point up the fact that attitudes come from experience. In the one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were influenced largely by the speeches they heard and the books they read.

　　The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose words are highly regarded by them.

　　Another reason it is true is that pupils often devote their time to a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico his teacher’s method of handling such a unit would greatly affect his attitude toward Mexicans.

　　The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions.

　　However, when children go to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences.

　　To illustrate, first-grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.

　　Finally, a teacher must constantly evaluate her own attitudes, because her influence can be negative if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decision as a result of objective analysis of all the facts.

　　21. Which of the following best describes the organization of the first paragraph of the text?

　　[A] An assertion is made and two examples are given to illustrate it.

　　[B] A controversy is stated and two opposite points of view are presented.

　　[C] A widely accepted definition is presented and two men are described.

　　[D] An idea is stated and two results of recent research are summarized.

　　22. The central idea conveyed in the above text is that

　　[A] attitudes affect our actions.

　　[B] teachers play a significant role in developing or reshaping pupils’ attitudes.

　　[C] attitudes can be modified by some classroom experiences.

　　[D] by their attitudes, teachers don't affect pupils' attitudes deliberately.

　　23. In paragraph 6 the author implies that

　　[A] the teacher should guide all discussions by revealing her own attitude.

　　[B] in some aspects of social studies a greater variety of methods can be used in the upper grades than in the lower grades.

　　[C] people usually act on the basis of reasoning rather than on emotion.

　　[D] children's attitudes often come from those of other children.

　　24. A statement not made or implied in the text is that

　　[A] attitudes can be based on the learning of untrue statements.

　　[B] worthwhile attitudes may be developed in practically every subject area.

　　[C] attitudes cannot easily be changed by rewards and lectures.

　　[D] the attitudes of elementary school-aged children are influenced primarily by the way they were treated as infants.

　　25. The text specially states that

　　[A] direct experiences are more valuable than indirect ones.

　　[B] whatever attitudes a child learns in school have already been introduced at home.

　　[C] teachers can sometimes have an unwholesome influence on children.

　　[D] teachers should always conceal their own attitudes

　　Text2

　　An industrial society, especially one as centralized and concentrated as that of Britain, is heavily dependent on certain essential services: for instance, electricity supply, water, rail and road transport, and harbors. The area of dependency has widened to include removing rubbish, hospital and ambulance services, and, as the economy develops, central computer and information services as well. If any of these services ceases to operate, the whole economic system is in danger.

　　It is this economic interdependency of the economic system which makes the power of trade unions such an important issue. Single trade unions have the ability to cut off many countries' economic blood supply. This can happen more easily in Britain than in some other countries, in part because the labor force is highly organized. About 55 percent of British workers belong to unions, compared to under a quarter in the United States. For historical reasons, Britain's unions have tended to develop along trade and occupational lines, rather than on an industry-by-industry basis, which makes a wages policy, democracy in industry and the improvement of procedure for fixing wage levels difficult to achieve.

　　There are considerable strains and tensions in the trade union movement, some of them arising from their outdated and inefficient structure. Some unions have lost many members because of their industrial changes. Others are involved in arguments about who should represent workers in new trades. Unions for skilled trades are separate from general unions, which means that different levels of wages for certain jobs are often a source of bad feeling between unions. In traditional trades which are being pushed out of existence by advancing technologies, unions can fight for their members disappointing jobs to the point where the jobs of other union members are threatened or destroyed. The printing of newspapers both in the United States and in Britain has frequently been halted by the efforts of printers to hold on to their traditional highly-paid jobs.

　　Trade unions have problems of internal communication just as managers in companies do, problems which multiply in very large unions or in those which bring workers in very different industries together into a single general union. Some trade union officials have to be re-elected regularly; others are elected, or even appointed, for life. Trade union officials have to work with a system of “shop stewards” in many unions, “shop stewards” being workers elected by other workers as their representatives at factory or works level.

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