“翻天企鹅”通过精心收集，向本站投稿了7篇考研英语（二）真题完型全面解析，以下是小编给大家整理后的考研英语（二）真题完型全面解析，欢迎大家前来参阅。
- 目录
篇1：考研英语（二）真题完型全面解析
2016届的研究生英语考试已经降下帷幕。本篇文章主要针对2016届考研英语(二)的完型部分为大家做简要的总结和分析，从而也为2017届的英语二考生提供一些必要的复习准备要点。今年的完型文章难度及题目难度基本与往年持平。文章探讨幸福与公司投资之间的关系，主题通俗易懂。从题型分布上来讲，仍然具备以下特征：
(一)从句引导词
近年来，完形填空专门测试语法的题目不多，重点在词汇及对上下文的理解上，但我们发现，完形填空一旦考语法，就一定是与定语从句、名词性从句等各类从句引导词有关。例如：
And new research suggest that happiness might influence (1)______ firms work, too.
1. [A] why [B] where [C] how [D] when
空格(1)显然考查名词性从句中的宾语从句的引导词，且引导词还必须在宾语从句中做状语，修饰work。根据文章主旨，快乐可能会影响的应该是公司的运营方式，而不是它的运营地点，运营原因或运营时间，因此最恰当的的选项只能是C选项。
因此考生要特别关注如何正确使用从句引导词，并能将其吃透。
(二)固定搭配是词汇考查的重点
固定搭配是考研完型中的必考题型，它要求考生对于一些常用的英文惯用表达法进行必要的识记。要做好这类题，需要有较大的词汇量和词语搭配能力、词语辨析能力，特别是在特定的语境中能灵活运用的能力。例如：
“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.
20. [A] pray for [B] lean towards [C] give away [D] send out
此处考察固定搭配。 A选项pray for意为“为……祈祷”，B选项lean towards意为“向……倾斜”，C选项give away意为“泄露; 失去;赠送”，D选项send out意为“发送，发出”。空格所在句的前后语意为“快乐的人比普通人更加的具有正向思维，更有创造力，并且更加的_____研究和发展。”可知最符合文意的只能是选项B。
(三)逻辑衔接题
从近年的考题来看，逻辑衔接题一直是必考的考点。这就对考生从整体上把握文章的内容，注意句际间的关系提出了更高的要求。例：
Firms seem to invest more in places where most people are relatively happy, rather than in places with happiness “inequality, or large gaps in the distribution of well-being,” (17) ____ this doesn't prove that happiness causes firms to invest more or to take a longer-term view, ...
17. [A] After [B] Until [C] While [D] Since
此处考察上下文的逻辑关系。上文指出，公司愿意在幸福的领域里投资， 而空格后则提到“这并不能证明幸福引发了公司扩大投资或者采用较长远的眼光看问题”，显然，这二者之间是转折关系，正确选项为C选项While “然而”。A选项 After“在……之后” ，B选项Until “直到”，D选项Since“因为”或“自从”，都不符合文意。
(四)考点紧紧围绕着语篇
综观今年的考题，我们发现，完形填空不是要考词义辨析、固定搭配、语法等孤立的知识点，而是从语篇的角度综合测试考生对文章的理解能力和对基础知识的运用能力。也就是说，考生的语感及其对整篇文章的理解程度在做题中起到了至关重要的作用。请看下面的例子：
It's not hard to imagine that local culture and sentiment would help (19) _____ how executives think about the future.
19.[A] shape [B] rediscover [C] simplify [D] share
此处是在正面论述“当地文化和氛围”对公司运营的影响，且二者之间的因果关系一直贯穿全文。四个选项中，A选项shape意为“形成，塑造” B选项rediscover“重新发现”， C选项simplify“简化”，D选项share“分享”， 其中只有A 选项最贴近语意，因此正确答案为A。因此，考生在做完形填空题时，切忌只见树木，不见森林，抛开语篇孤立地看句子的做题方法是绝不可取的。
综上所述，完形填空是考研英语各题型中难度较大的题型，也是能够考察考生英语综合能力的题型。完型填空之所以一直是考生们心中的一个盲区，主要原因是完型难，得分低，付出的时间和得分不成比例。尽管如此，广大考生只要夯实基本功，过好词汇关和语法关，并注重积累好的句型和短语、搭配，注重基本功，适当拓展知识面，关心社会热点，必定会对应试产生直接的帮助。对于有决心和毅力下功夫切实提高自己英语水平的考生，完形填空会给大家巨大的成就感。
最后祝愿各位考生美梦成真，金榜题名!
篇2：考研英语完型真题
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 ANSWER SHEET 1 (10 points)
The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals, （1） this is largely because, （2） animals, we stand upright. This means that our noses are （3） to perceiving those smells which float through the air, （4） the majority of smells which stick to surfaces. In fact, （5）, we are extremely sensitive to smells, （6） we do not generally realize it. Our noses are capable of （7） human smells even when these are （8） to far below one part in one million.
Strangely, some people find that they can smell one type of flower but not another, （9） others are sensitive to the smells of both flowers. This may be because some people do not have the genes necessary to generate （10） smell receptors in the nose. These receptors are the cells which sense smells and send （11） to the brain. However, it has been found that even people insensitive to a certain smell （12） can suddenly become sensitive to it when （13） to it often enough.
The explanation for insensitivity to smell seems to be that the brain finds it （14） to keep all smell receptors working all the time but can （15） new receptors if necessary. This may （16） explain why we are not usually sensitive to our own smells―we simply do not need to be. We are not （17） of the usual smell of our own house, but we （18） new smells when we visit someone else’s. The brain finds it best to keep smell receptors （19） for unfamiliar and emergency signals （20） the smell of smoke, which might indicate the danger of fire.
1.[A] although [B] as [C] but [D] while
2.[A] above [B] unlike [C] excluding [D] besides
3.[A] limited [B] committed [C] dedicated [D] confined
4.[A] catching [B] ignoring [C] missing [D] tracking
5.[A] anyway [B] though [C] instead [D] therefore
6.[A] even if [B] if only [C] only if [D] as if
7.[A] distinguishing [B] discovering [C] determining [D] detecting
8.[A] diluted [B] dissolved [C] dispersed [D] diffused
9.[A] when [B] since [C] for [D] whereas
10.[A] unusual [B] particular [C] unique [D] typical
11.[A] signs [B] stimuli [C] messages [D] impulses
12.[A] at first [B] at all [C] at large [D] at times
13.[A] subjected [B] left [C] drawn [D] exposed
14.[A] ineffective [B] incompetent [C] inefficient [D] insufficient
15.[A] introduce [B] summon [C] trigger [D] create
16.[A] still [B] also [C] otherwise [D] nevertheless
17.[A] sure [B] sick [C] aware [D] tired
18.[A] tolerate [B] repel [C] neglect [D] notice
19.[A] available [B] reliable [C] identifiable [D] suitable
20.[A] similar to [B] such as [C] along with [D] aside from
答案：Section I: Use of English (10 points)
1.考研英语（二）真题完型全面解析
2.2017考研英语二完型复习
3.考研英语完型攻略
4.考研英语一完型解题技巧
5.考研英语完型选项以常词为主
6.考研英语(一)完型解题技巧
7.2017考研英语完型冲刺10个技巧
8.考研英语完型三个切入点
9.2017考研英语完型解题技巧大全
10.完型难提升，关键在语法
篇3：全面解析考研英语完型填空
全面解析2012考研英语完型填空
》一、大纲考查要求“英语知识运用”(完型填空)多项选择题在新大纲中规定为20题，共10分(详见表1)。在一篇240-280词的文章中留出20个空白，要求考生从每题给出的四个选项中选出最佳答案，使补全后的文章意思通顺、前后连贯、结构完整。
本部分主要考察考生对不同语境中规范的语言要素(包括词汇、表达方式和结构)的掌握程度，而且还考察考生对语段特征(如连贯性和一致性等)的辨识能力等。这种题型旨在测试考生运用所学过的语法知识和词汇以及通过上下文的逻辑关系等，进行综合填空的能力，要求考生既要有扎实的语法知识基础和丰富的词汇量，又要有较强的阅读能力。考生在这一部分进行解题时，必须灵活运用自己所掌握的所有英语知识，并且能够融会贯通。
英语知识运用测试要点及方式：
部分
为考生提供
的信息
指导
性语
言
测试要点题型
题目
数量
计分 答题卡种类英语
知识
运用
（10
分）
一篇文章
（240-280词）
英语词汇、语
法和机构
完形填空多
项选择题
20 10答题卡1
（机器阅卷）
二、命题规律
完型填空的文章结构最常采用总分对照型。此种结构对于整篇文章而言，是通过总述句概括出文章的中心思想，然后由分述部分对中心主线展开详细描述。因此文章的首句或首段就是中心句(topic sentence)， 做题时一定要特别重视。
完型填空的文章体裁以说明文和议论文为主。完形填空所选的短文多是观点鲜明、条理清楚的说明文或议论文，所涉及的多是科普、经济、历史、社会、文化、教育等，具有一定时代感、现实性或科学性的文章。如：：对英国工业革命的看法;：青少年的身心教育;：劳动安全措施;：青少年犯罪;：农业经济;：人类嗅觉的灵敏度;：新闻立法;：美国无家可归人口问题;：殖民地国家独立后的改革;：人类智能。考生如果平时多读这一类文章，积累多方面的词汇和背景知识，就能很容易地弄清文章的大意和逻辑关系，为做题打下良好的基础。
三、能力考查
根据教育部考试中心编辑出版的《全国硕士研究生入学考试分析》，完型填空对考生具有以下能力要求：
1、巩固、扎实、熟练的英语语法知识和丰富的英语词语知识
当前英语中的完形填空试题，并不直接地去考查语法知识。但是，解答试题的前提是读懂文章，而读懂文章就必须懂得语法。所以，完型不直接考查语法知识，并不是不需要语法知识，它是通过检查你的理解程度，来间接地考查你的语法知识。一个人的英语语法知识越丰富，阅读速度就越快，理解就会更为全面、深刻。
2、英语阅读理解能力，良好的阅读习惯，熟练的阅读技巧
特别是快速阅读理解能力，甚至是跳过一些词语(空格)，浏览文章，掌握大意的能力很重要。完型填空试题是为阅读理解服务的，其主旨是考查阅读理解能力。对文章内容理解得越全面、越深刻，就越容易选择正确答案。而这种阅读理解能力是靠平时的练习得来的。
3、分析认识文章结构，理解领会文章各部分、各层次之间逻辑关系的能力
只有明白文章结构，了解各段落之间的关系，才能加深对文章的理解，也就更容易把握有空格的句子所需要内容，就更容易选准答案。
4、逻辑思维能力，特别是总结概括、推理判断和分析归纳的能力
这些能力的发挥，有助于抓住文章的主题思想，加深对文章深层次意义的理解，从而更容易完成“完型”的任务，恢复文章的`原貌。
5、在阅读中捕捉并记忆相关信息的能力
在选择每一个答案时，我们要求依据文章的整体内容，这就要照顾文章的方方面面，不能顾此失彼。特别是一些结构词，如but，however，therefore，though等等，更要给予特别的注意。但是，我们在做题的实践中，不可能总是重复地阅读文章。这就需要对关键内容、关键词语的记忆能力。
四、考点分析
(一)考点紧紧围绕着语篇
综观近年的考题，我们发现，完形填空不是要考词义辨析、固定搭配、语法等孤立的知识点，而是从语篇的角度综合测试考生对文章的理解能力和对基础知识的运用能力。也就是说，考生的语感及其对整篇文章的理解程度在做题中起到了至关重要的作用。请看下面的例子：
The roughly 20 million __1__ of these nations looked __2__ to the future. (2007?2)
[A] confusedly [B] cheerfully [C] worriedly [D] hopefully
空格处填入的副词修饰动词短语looked to，look to the future表示“展望未来”;confusedly意为“迷惑地，混乱地”;cheerfully意为“欢快地”;worriedly意为“忧心忡忡地”;hopefully意为“怀有希望地”。上文提到很多殖民地已经成为独立的国家，再结合下文提到的freedom, new nations, sovereign等，可以推断出这些国家的居民对于未来应该是“充满希望地”。所以选D项hopefully。
因此，考生在做完形填空题时，切忌只见树木，不见森林;抛开语篇孤立地看句子的做题方法是绝不可取的。
(二)定语从句、同位语从句、倒装句、比较句与平行结构是语法考查的重点
近年来，完形填空专门测试语法的题目不多，重点在词汇及对上下文的理解上，但我们发现，完形填空一旦考语法，就一定是与定语从句、同位语从句、倒装句、比较句或平行结构有关。例如：
Concerns were raised __49__ witnesses might be encouraged to exaggerate their stories in court to __50__ guilty verdicts. (20?49)
[A] what [B] when [C] which [D] that
本题显然考查同位语从句，空格后面是concerns的同位语，表明其具体内容。四个选项都可以引导同位语从句，但是that引导同位语从句时，不在同位语从句中作句子成分。从句意来看，这个从句中成分齐全，因此选that。另外，为了避免由于从句太长而使句子头重脚轻的现象，同位语从句没有直接跟在concerns的后面。
因此考生要特别关注这几个语法现象，并能将其吃透。
(三)在上下文中的认词、辨词能力是词汇考查的重点
对词汇的测试在研究生入学英语考试中应该说是无处不在的，它贯穿考卷的各个部分。在完形填空题中重点考查考生在上下文中认词和辨词的能力。近年来完形填空所设置的选项要求考生在掌握一定词汇量的基础上，通过大量阅读并具有一定的语感才能区分正确与错误。测试词汇引申含义的情况也越来越多。例如：
Concerns were raised __49__ witnesses might be encouraged to exaggerate their stories in court to __50__ guilty verdicts. (2001 50)
[A] assure [B] confide [C] ensure [D] guarantee
空格需要填入一个动词与guilty verdicts(定罪决定)搭配。Assure后面一般接某人，表示使别人确信, 如I can assure you of its quality.(我可以向你保证它的质量。);confide后接某事，意为 吐露，托付，如he confided his troubles to a friend.( 他向朋友倾述烦恼事。)： guarantee表示“保证”时多接褒义的名词，如guarantee a good crop(保证了好收成); ensure意为“保证，担保”，强调对某行为有把握，所以正确答案为[C]。
由此可见，考生仅仅学会大纲词汇表中的词或词组是远远不够的。应意识到，处于考研阶段，记忆单词不能只限于一词一义，一词一用。只有经常对词汇进行同义、反义、近义、同形、同音等多种比较，细心观察不同上下文、不同搭配的各种含义、各种用法特点，方可对它们有比较深刻全面的理解，才能有把握地选择正确的意义和搭配。
(四)逻辑衔接题比重加大
从近的考题来看，逻辑衔接题的比重加大，尤其是近3年，表现得更加明显。这就对考生从整体上把握文章的内容，注意句际间的关系提出了更高的要求。
例：More families consist of one parent households or two working parents; , children are likely to have less supervision at home than was common in the traditional family structure.(2004?34)
[A] contrarily[B] consequently[C] similarly[D] simultaneously
空前“更多的单亲家庭和双亲就业家庭”与空后“孩子们受到较少的监管”有明显的因果关系，consequently“因此，所以，结果”，故选[B]。[A] contrarily“相反地”;[C] similarly“类似地，同样地”;[D] simultaneously“同时发生地”，均与上下文语义不符。对于逻辑衔接词的选择，虽可以从句法的角度进行判断，但考查的实质是上下文中的逻辑关系。
五、解题步骤
第一步:重视首句,把握主题
完型填空文章的第一句话通常是没有空白的完整句子，而且第一句往往是文章的主题句(Topic Sentence)，或是含有主题词的句子，考生可以根据它来把握文章的中心思想，为下面答题奠定基础。
首先我们要知道英文的主题句的特点。一个有效的主题句应该有以下两个标准：
1.Topic：主题或议题。明确
篇4：全面解析考研英语完型部分
全面解析2012考研英语完型部分
一、大纲考查要求“英语知识运用”(完型填空)多项选择题在新大纲中规定为20题，共10分(详见下表)。在一篇240-280词的文章中留出20个空白，要求考生从每题给出的四个选项中选出最佳答案，使补全后的文章意思通顺、前后连贯、结构完整。
本部分主要考察考生对不同语境中规范的语言要素(包括词汇、表达方式和结构)的掌握程度，而且还考察考生对语段特征(如连贯性和一致性等)的辨识能力等。这种题型旨在测试考生运用所学过的语法知识和词汇以及通过上下文的逻辑关系等，进行综合填空的能力，要求考生既要有扎实的语法知识基础和丰富的词汇量，又要有较强的阅读能力。考生在这一部分进行解题时，必须灵活运用自己所掌握的所有英语知识，并且能够融会贯通。
英语知识运用测试要点及方式：
部分
为考生提供的信息
指导性语言
测试要点
题型
题目数量
计分
答题卡种类
英语知识运用
（10分）
1篇文章
(240～280词)
英语
词汇、语法和结构
完形填空多项选择题
（四选一）
20
10
答题卡1
（机器阅卷）
二、命题规律
完型填空的文章结构最常采用总分对照型。此种结构对于整篇文章而言，是通过总述句概括出文章的中心思想，然后由分述部分对中心主线展开详细描述。因此文章的首句或首段就是中心句(topic sentence)， 做题时一定要特别重视。
完型填空的文章体裁以说明文和议论文为主。完形填空所选的短文多是观点鲜明、条理清楚的说明文或议论文，所涉及的多是科普、经济、历史、社会、文化、教育等，具有一定时代感、现实性或科学性的文章。如：19：对英国工业革命的看法;20：青少年的身心教育;19：劳动安全措施;20：青少年犯罪;20：农业经济;20：人类嗅觉的灵敏度;2001年：新闻立法;20：美国无家可归人口问题;20：殖民地国家独立后的改革;20：人类智能。考生如果平时多读这一类文章，积累多方面的词汇和背景知识，就能很容易地弄清文章的大意和逻辑关系，为做题打下良好的基础。
三、能力考查
根据教育部考试中心编辑出版的《全国硕士研究生入学考试分析》，完型填空对考生具有以下能力要求：
1、巩固、扎实、熟练的英语语法知识和丰富的英语词语知识
当前英语中的完形填空试题，并不直接地去考查语法知识。但是，解答试题的前提是读懂文章，而读懂文章就必须懂得语法。所以，完型不直接考查语法知识，并不是不需要语法知识，它是通过检查你的理解程度，来间接地考查你的`语法知识。一个人的英语语法知识越丰富，阅读速度就越快，理解就会更为全面、深刻。
2、英语阅读理解能力，良好的阅读习惯，熟练的阅读技巧
特别是快速阅读理解能力，甚至是跳过一些词语(空格)，浏览文章，掌握大意的能力很重要。完型填空试题是为阅读理解服务的，其主旨是考查阅读理解能力。对文章内容理解得越全面、越深刻，就越容易选择正确答案。而这种阅读理解能力是靠平时的练习得来的。
3、分析认识文章结构，理解领会文章各部分、各层次之间逻辑关系的能力
只有明白文章结构，了解各段落之间的关系，才能加深对文章的理解，也就更容易把握有空格的句子所需要内容，就更容易选准答案。
4、逻辑思维能力，特别是总结概括、推理判断和分析归纳的能力
这些能力的发挥，有助于抓住文章的主题思想，加深对文章深层次意义的理解，从而更容易完成“完型”的任务，恢复文章的原貌。
5、在阅读中捕捉并记忆相关信息的能力
在选择每一个答案时，我们要求依据文章的整体内容，这就要照顾文章的方方面面，不能顾此失彼。特别是一些结构词，如but，however，therefore，though等等，更要给予特别的注意。但是，我们在做题的实践中，不可能总是重复地阅读文章。这就需要对关键内容、关键词语的记忆能力。
四、考点分析
(一)考点紧紧围绕着语篇
综观近年的考题，我们发现，完形填空不是要考词义辨析、固定搭配、语法等孤立的知识点，而是从语篇的角度综合测试考生对文章的理解能力和对基础知识的运用能力。也就是说，考生的语感及其对整篇文章的理解程度在做题中起到了至关重要的作用。请看下面的例子：
The roughly 20 million __1__ of these nations looked __2__ to the future. (2007?2)
[A] confusedly [B] cheerfully [C] worriedly [D] hopefully
空格处填入的副词修饰动词短语looked to，look to the future表示“展望未来”;confusedly意为“迷惑地，混乱地”;cheerfully意为“欢快地”;worriedly意为“忧心忡忡地”;hopefully意为“怀有希望地”。上文提到很多殖民地已经成为独立的国家，再结合下文提到的freedom, new nations, sovereign等，可以推断出这些国家的居民对于未来应该是“充满希望地”。所以选D项hopefully。
因此，考生在做完形填空题时，切忌只见树木，不见森林;抛开语篇孤立地看句子的做题方法是绝不可取的。
(二)定语从句、同位语从句、倒装句、比较句与平行结构是语法考查的重点
近年来，完形填空专门测试语法的题目不多，重点在词汇及对上下文的理解上，但我们发现，完形填空一旦考语法，就一定是与定语从句、同位语从句、倒装句、比较句或平行结构有关。例如：
Concerns were raised __49__ witnesses might be encouraged to exaggerate their stories in court to __50__ guilty verdicts. (2001年?49)
[A] what [B] when [C] which [D] that
本题显然考查同位语从句，空格后面是concerns的同位语，表明其具体内容。四个选项都可以引导同位语从句，但是that引导同位语从句时，不在同位语从句中作句子成分。从句意来看，这个从句中成分齐全，因此选that。另外，为了避免由于从句太长而使句子头重脚轻的现象，同位语从句没有直接跟在concerns的后面。
因此考生要特别关注这几个语法现象，并能将其吃透。
(三)在上下文中的认词、辨词能力是词汇考查的重点
篇5：考研英语真题解析
考研英语真题
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
2。[A] inequality [B] instability [C] unreliability [D] uncertainty
3。[A] policy [B]guideline [C] resolution [D] prediction
4。[A] characterized [B]divided [C] balanced [D]measured
5。[A] wisdom [B] meaning [C] glory [D] freedom
6。[A] Instead [B] Indeed [C] Thus [D] Nevertheless
7。[A] rich [B] urban [C]working [D] educated
8。[A] explanation [B] requirement [C] compensation [D] substitute
9。[A] under [B] beyond [C] alongside [D] among
10。[A] leave behind [B] make up [C] worry about [D] set aside
11。[A] statistically [B] occasionally [C] necessarily [D] economically
12。[A] chances [B] downsides [C] benefits [D] principles
13。[A] absence [B] height [C] face [D] course
14。[A] disturb [B] restore [C] exclude [D] yield
15。[A] model [B] practice [C] virtue [D] hardship
16。[A] tricky [B] lengthy [C] mysterious [D] scarce
17。[A] demands [B] standards [C] qualities [D] threats
18。[A] ignored [B] tired [C] confused [D] starved
19。[A] off [B] against [C] behind [D] into
20。[A] technological [B] professional [C] educational [D] interpersonal
Section II Reading Comprehension
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。
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
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
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
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
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
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。
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
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
The word “acclimation” (Line 8， Para。 3) is closest in meaning to 。
[A] adaptation
[B] application
[C] motivation
[D] competition
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
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
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 $5.5 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。”
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
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
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
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
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
Part B
Directions：
Read the following text and match each of the numbered items in the left column to its corresponding information in the right column。 There are two extra choices in the right column。 Mark your answers on the ANSWER SHEET。 (10 points)
The decline in American manufacturing is a common refrain， particularly from Donald Trump。 “We don’t make anything anymore，” he told Fox News， while defending his own made-in-Mexico clothing line。
Without question， manufacturing has taken a significant hit during recent decades， and further trade deals raise questions about whether new shocks could hit manufacturing。
But there is also a different way to look at the data。
Across the country， factory owners are now grappling with a new challenge： instead of having too many workers， they may end up with too few。 Despite trade competition and outsourcing， American manufacturing still needs to replace tens of thousands of retiring boomers every years。 Millennials may not be that interested in taking their place， other industries are recruiting them with similar or better pay。
For factory owners， it all adds up to stiff competition for workers—and upward pressure on wages。 “They’re harder to find and they have job offers，” says Jay Dunwell， president of Wolverine Coil Spring， a family-owned firm， “They may be coming [into the workforce]， but they’ve been plucked by other industries that are also doing an well as manufacturing，” Mr。 Dunwell has begun bringing high school juniors to the factory so they can get exposed to its culture。
At RoMan Manufacturing， a maker of electrical transformers and welding equipment that his father cofounded in 1980， Robert Roth keep a close eye on the age of his nearly 200 workers， five are retiring this year。 Mr。 Roth has three community-college students enrolled in a work-placement program， with a starting wage of $13 an hour that rises to $17 after two years。
At a worktable inside the transformer plant， young Jason Stenquist looks flustered by the copper coils he’s trying to assemble and the arrival of two visitors。 It’s his first week on the job。 Asked about his choice of career， he says at high school he considered medical school before switching to electrical engineering。 “I love working with tools。 I love creating。” he says。
But to win over these young workers， manufacturers have to clear another major hurdle： parents， who lived through the worst US economic downturn since the Great Depression， telling them to avoid the factory。 Millennials “remember their father and mother both were laid off。 They blame it on the manufacturing recession，” says Birgit Klohs， chief executive of The Right Place， a business development agency for western Michigan。
These concerns aren’t misplaced： Employment in manufacturing has fallen from 17 million in 1970 to 12 million in 2013。 When the recovery began， worker shortages first appeared in the high-skilled trades。 Now shortages are appearing at the mid-skill levels。
“The gap is between the jobs that take to skills and those that require a lot of skill，” says Rob Spohr， a business professor at Montcalm Community College。 “There’re enough people to fill the jobs at McDonalds and other places where you don’t need to have much skill。 It’s that gap in between， and that’s where the problem is。 ”
Julie Parks of Grand Rapids Community points to another key to luring Millennials into manufacturing： a work/life balance。 While their parents were content to work long hours， young people value flexibility。 “Overtime is not attractive to this generation。 They really want to live their lives，” she says。
[A] says that he switched to electrical engineering because he loves working with tools。
41。 Jay Deuwell
[B] points out that there are enough people to fill the jobs that don’t need much skill。
42。 Jason Stenquist
[C] points out that the US doesn’t manufacture anything anymore。
43。 Birgit Klohs
[D] believes that it is important to keep a close eye on the age of his workers。
44。 Rob Spohr
[E] says that for factory owners， workers are harder to find because of stiff competition。
45.Julie Parks
[F] points out that a work/life balance can attract young people into manufacturing。
[G] says that the manufacturing recession is to blame for the lay-off the young people’s parents。
范文如下：
The statistics about museums and their visitors are precisely illustrated by the line chart. During the 3 years from 2013 to 2015, the figure of museums experienced a gradual rise, and soaring from 4.145 thousand to 4.692 thousand. Besides, following the same tendency, the number of museum visitors, as is shown, ascended gradually from 6.378 billion to 7.811 billion, increasing by about 1.43 billion.
The following factors, from my perspective, are responsible for the statistics. To begin with, aside from disseminating knowledge in schools, department concerned adopts other ways to promote the comprehensive quality of Chinese citizens, for instance providing more access to museums is a simple yet effective way to broaden visitors’ horizon. In addition, having been experiencing the unparalleled material prosperity, most of Chinese citizens intend to pursue knowledge by visiting museums, tourist attractions and other places. Moreover, museums, which are supported by public funding, provide visitors with knowledge and professional service. Individuals, therefore, are inclined to enjoy their leisure time by visiting museums.
To summarize, the data shown by the chart objectively reflect what’s happening in our society. Museums undoubtedly exert indispensible effects on our society and Chinese citizens, and it is predictable that, in the next decade, both large cities and small towns will witness the popularization of museums.
作文考察的是一封邀请信的回函，要求写作内容包括：
1、接受教授邀请给留学生做有关中国文化的presentation(介绍/演示)。
2、提供介绍内容的关键信息。
篇6：考研英语完型题型解析及解题技巧
2012考研英语完型题型解析及解题技巧
最近在看一些老电影，其中最喜欢《Forrest Gump》中的一个桥段，儿时的阿甘和珍妮被一群坏孩子欺负。他们骑着自行车去追阿甘。当时阿甘腿是有残疾的，要用器械辅助才能走路。其中印象最深的一句话就是珍妮不停地对阿甘喊“Run，Forrest Gump…Run，Forrest Gump…”阿甘不停地奔跑，最终奇迹发生――这句话我也想送给大家“run,comrades-in-arms.”“life was like a box of chocolates, you never know what you`re gonna get”――人生就像一盒巧克力，你永远不会知道下一颗是什么。人生充满了未知，You are the artist that paints your future with the brush of today
重剑无锋，大巧不工
完形填空是从中考、高考、四六级一起陪我们走过来的一个题型，也会继续陪伴我们考研、考博等一系列的考试，是我们所公认“老大难”的一个题型。完形填空，顾名思义就是通过填空，让一篇不完整的文章恢复原来的模样，即考察我们的障碍式阅读。更深一步来讲，这是由“已知”探索“未知”的一个过程，这也是任何一门科学、一门学问都要重视的一个技能。
我们听过无数老师这样讲，完形填空呀，分四步“读首句，把握大意”“根据上下文语境，初选答案”“复读文章，查漏补缺”“通读全文，复查答案”但我们把这些话奉为金牌法则之后，做题的时候还是靠虚无缥缈的语感来做题。试问，上下文的要点关键是什么?语境背后的内涵又是什么?知道答案之后来讲完形，就像知道真相后来破案，只要把正确答案讲通就行了。金翅从小到大上过各种的英语辅导班，讲完形的老师基本都是一个套路，先把正确的选项带入原文，然后把原文翻译一遍。但是隐藏在表面背后的原理我们却一直没有触及到，这就导致了“开始的开始我们凭语感做题，最后的最后我们靠运气得分”的困境，面对完形我们究竟该何去何从?
做题策略篇
哲学中讲过，有运动的地方就有方法论，本文旨在提出一个观点，一个理论，把虚无缥缈的形式化、模式化、定量化的表达出来。用一种近似于逻辑学和数学的观点来探寻完形填空的破解之道。
考研完形，与其是实力的较量不如说是策略的较量。你对完形的做题方法，完全取决于你对自己的定位。如果你对完形的要求只是4~5分，那绝对和目标是6+，7+的做题方法是不一样的。做完形只做你确定100%拿得准的题目。要想4分，你只要做对2道题，然后剩下蒙一样的就能得4分了，得5分做对4道题。具体怎么蒙后边会介绍。7分的话，要有一些基础。明确一点，完形绝不是拉分的题型，也不是性价比高的题型。做对四道完形==做对一道阅读。如果花20+的时间来做完形，我觉得是非常不明智的。基于此，本文会一一介绍每种要求的做题方法。
寻根溯源
在介绍完形的做题方法之前，我们要知道一篇完形是如何来的。完形填空的文章，一般是外文期刊的原文或改写。不会是一个中国老师会为完形单独写一篇文章的。拿刚刚考过的完形为例。摘自第四期的《Scientific American》“科学美国人”，作者是Steve Ayan，原文题目为：How Humour Makes You Friendlier, Sexier.
原文如下对比。
原文题目对照.doc
等看完整个文章回来了再看这个，都在附件里。从对比看出，完形的文章基本是忠于原文的，除了个别句式的细小变化，大体是相同的。首句没有挖空，这就给了我们一个机会，窥一斑而知全豹的机会。
知根知底，才能百战百胜
完形填空一共有三种题型。
第一种是词汇辨析题，这也是最难的题，要求词汇量要够，而且要记住每一种词汇的确切含义。如11年第9题。此类题目中的四个选项，有可能是四个同义词，也有可能是分成两组，如下题AC是一组同义词、BD是同义词，而AC和BD之间有一种相反的含义。这就要求我们要用逻辑先判断是哪一组，然后在对该组中的两个词汇进行辨析。变态之极啊，有木有。
…,studies dating back to the 1930`s indicate that laughter__8___ muscles,…
8.[A]hardens [B]weakens [C]tightens [D]relaxes
第二种是固定搭配题，包括短语的搭配、连词介词的搭配。难度是介于三种题型中间的题。固定搭配题就是一些固定的用法，如11年的15题就是一道短语的固定搭配题，所谓固定搭配就是喜欢你、没道理。
Although sadness also ____14___ tears, evidence suggests that emotions can flow __15___ muscular responses.
15.[A]into [B]from [C]towards [D]beyond
第三种是逻辑推理题，这也是三种题型中最简单的，也是我们必须要拿住分数的题。先来说一下什么是逻辑题，逻辑题就是通过上下文的关系，来锁定答案。不仅仅包括填一些连词(如and、but、however等 )，还包括挖空句中有逻辑关系连词的句子。第13题是根据上下文关系来确定逻辑连词，第4题是根据逻辑连词来确定上下文关系，进而把缺少的空填出来。
It was argued at the end of the 19th century that humans do not cry ___13___they are sad but they become sad when the tears begin to flow。
13.[A]unless [B]until [C]if [D]because
But because hard laughter is difficult to __4__, a good laugh is unlikely to have __5___ benefits the way, say, walking or jogging does。
4.[A]transmit [B]sustain [C]evaluate [D]observe
完形未动，逻辑先行(目标：3~5分)
这三种题型中我个人最喜欢逻辑分析题，因为不要求你要很高的词汇量，仅仅考一些简单的逻辑关系就可以得分，而且每年试卷中这类逻辑题有4~6道之多，是我们得分的'大户。有同学问了，什么是逻辑学、根本没接触过这类逻辑这门学科。
举个例子(注意看)，比如说桌子上有苹果、梨、香蕉、西红柿。我喜欢吃红色的(1)黄色的(2)和长条的(3)，但是有一种和其他三个不是一类的那就是(4)。这就是一个典型的逻辑推理题，大家先试试能不能推理出来。
1空前说红色的，题目给出的四种东西只有苹果和西红柿是红色的，两个备选。
2空前说黄色的，只有梨和香蕉备选
3空前说长条的，四种东西之中只有香蕉是长条的，这样3就选出来了。更重要的是3的确定，直接导致2的答案浮出了水面，那就是梨。
4空前的表述，有一个是与众不同的。纵观全局，四种东西，只有西红柿是蔬菜而其他三种是水果，这样西红柿就是第四个空的答案。并且1的备选答案就只剩下苹果了。
这就是一道简单的逻辑推理题。其原理就是X 逻辑词 Y，三部分如果缺少其中一部分，用另外的两部分来做题。
[InstallDir_ChannelDir]Index.html ◆篇7：考研英语大纲完型填空解析
2017年考研英语大纲完型填空解析
大纲里所谓的“英语知识运用技能”就是我们熟知的完形填空，这类题型考查的知识点较细，考生极容易被触到软肋，所以这部分的得分普遍偏低。下面进行全方位的解析，相信大家将不再惧怕这种题型。
英语知识运用短文的长度一般在240-280英语词，共有20道题目，每题从4个选项中选出一个最佳答案。根据2016年考研英语考试大纲的相关阐述，2016年英语知识运用部分考核的题型有4种，分别是：词义辨析题；短语辨析题；语法题；逻辑关系题。
词义辨析题：主要考核形近义异词、形异义近词、形异义异词等。经过对历年真题的研究，笔者发现在英语知识运用部分词义辨析题中所考查的被辨析的单词存在大量重复考核现象，所以建议考生只须对历年真题中考核过的词义辨析进行仔细复习即可。
短语辨析题：主要考核介词相关的固定搭配。经过对历年真题的研究，笔者发现在英语知识运用部分短语辨析题中几乎没有短语是重复考核的，因为距离考试的时间非常有限，而且这里提及的考点复习范围过于宽泛，短时间之内很难起到成效，所以建议考生对于本部分可以考虑少复习，倘若时间来不及不复习也可。本部分更多是考核考生长期英语基本功的积累和沉淀。
语法题：主要是把一些重点、难点的语法现象融合在英语文章中来考核。本类题型最大的'难点就是考生对于所考核的语法现象不熟悉，一旦研究过这些语法点的得分要领语法题就会变成送分题。所以，建议考生仔细归纳历年真题中所有考查过的语法现象并进行记忆。
逻辑关系题：主要是考核上下文之间的逻辑关系，其实质就是考核连词之间的辨析，本质上也属于词义辨析的一种，和词义辨析所不同之处在于逻辑关系题中的词义辨析全部是连词之间的辨析。因为5500个考研英语词汇总量是固定的，所以5500个考研词汇中的连词的数量当然也是固定的，考生只须将词汇表中的所有连词挑选出来仔细研究相互之间的区别即可。
预祝，2017考生取得优异成绩！
考研英语（二）真题完型全面解析（精选7篇）
