2012英语二真题及详解

2012年全国硕士研究生入学统一考试
英语二真题
考生注意事项：
1 考生必须严格遵守各项考场规则。

2 答题前，考生应按准考证上的有关内容填写答题卡上的“考生姓名”、“报考单位”、“考生编号”等信息。

3 答案必须按要求填涂或书写在指定的答题卡上。

(1)英语知识运用，阅读理解 A节、B节的答案填涂在答题卡 1上。

填涂部分应该按照答题卡上的要求用 2B铅笔完成。

如需改动，必须用橡皮擦干净。

(2)英译汉和写作部分必须用蓝黑色字迹钢笔、圆珠笔或签字笔在答题卡 2上做答。

字迹要清楚。

4.考试结束，将试题，答题卡1和答题卡2一并装入试题袋中交回。

Section 1 Use of English
Directions:
Millions of Americansand foreigners see GI. Joe as a mindless war toy, the symbol of Americanmilitary adventurism, but that’s not how it used to be .To the men and womenwho 1 in World War II and the people theyliberated ,the GI. was the 2) man grown into hero ,the pool farm kidtorn away from his home ,the guy who3) all the burdens of battle ,whoslept in cold foxholes, who went without the 4) of food and shelter ,whostuck it out and drove back the Nazi reign of murder .this was not a volunteersoldier ,not someone well paid ,5) an average guy ,up6 )the besttrained ,best equipped ,fiercest ,most brutal enemies seen in centuries.
His name is not much.GI.is just a military abbreviation 7) Government Issue ,and it was on all of the article 8) to soldiers .And Joe? A common name for a guy whonever9) it to the top. Joe Blow, Joe Magrac …a working class name. TheUnited States has 10) had a president or vice-president or secretary ofstate Joe.
GI .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 GI. Joebased on the last days of war correspondent Ernie Pyle. Some of the soldiersPyle (13) portrayed themselves in the film. Pyle was famous for covering the(14)side of the warl, writing about the dirt-snow –and-mud soldiers, not howmany miles were(15)or what towns were captured or liberated, His reports(16)the“willie” cartoons of famed Stars and Stripes artist Bill Maulden. Bothmen(17)the dirt and exhaustion of war, the (18)of civilization that thesoldiers shared with each other and the civilians: coffee, tobacco, whiskey,shelter, sleep. (19)Egypt, France, and a dozen more countries, G.I. Joe was anyAmerican soldier,(20)the most important person in their lives.
1.[A] performed [B]served [C]rebelled [D]betrayed
2.[A] actual [B]common [C]special [D]normal
3.[A]bore [B]cased [C]removed [D]loaded
4.[A]necessities [B]facilitice [C]commodities [D]propertoes
5.[A]and [B]nor [C]but [D]hence
6.[A]for [B]into [C]form [D]against
7.[A]meaning [B]implying [C]symbolizing [D]claiming
8.[A]handedout [B]turnover [C]brought back [D]passed down
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]collection [C]community [D]colony
13.[A]employed [B]appointed [C]interviewed [D]questioned
14.[A]ethical [B]military [C]political [D]human
15.[A]ruined [B]commuted [C]patrolled [D]gained
16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted
17.[A]neglected [B]avoided [C]emphasized [D]admired
18.[A]stages [B]illusions [C]fragments [D]advancea
19.[A]With [B]To [C]Among [D]Beyond
20.[A]on thecontrary [B] by this means [C]from theoutset [D]at that point
Section II ReadingComprehension
Part A
Directions:
Read the following fourtexts. answer the question after each text by choosing A,B,C or D. Mark youranswers on ANSWER SHEET 1.(40 points)
Text 1
Homework has never beenterribly popular with students and even many parents, but in recent years ithas been particularly scorned. School districts across the country, mostrecently Los Angeles Unified, are revising their thinking on his educationalritual. Unfortunately, L.A. Unified has produced an inflexible policy whichmandates that with the exception of some advanced courses, homework may nolonger count for more than 10% of a student’s academic grade.
This rule is meant toaddress the difficulty that students from impoverished or chaotic homes mighthave in completing their homework. But the policy is unclear and contradictory.Certainly, no homework should be assigned that students cannot do withoutexpensive equipment. But if the district is essentially giving a pass tostudents who do not do their homework because of complicated family lives, itis going riskily close to the implication that standards need to be lowered forpoor children.
District administratorssay that homework will still be a pat of schooling: teachers are allowed toassign as much of it as they want. But with homework counting for no more than10% of their grades, students can easily skip half their homework and see veylittle difference on their report cards. Some students might do well on statetests without completing their homework, but what about the students whoperformed well on the tests and did their homework? It is quite possible thatthe homework helped. Yet rather than empowering teachers to find what worksbest for their students, the policy imposes a flat,
across-the-board rule.
At the same time, thepolicy addresses none of the truly thorny questions about homework. If thedistrict finds homework to be unimportant to its students’ academicachievement, it should move to reduce or eliminate the assignments, not makethem count for almost nothing. Conversely, if homework does nothing to ensurethat the homework students are not assigning more than they are willing toreview and correct.
The homework rulesshould be put on hold while the school board, which is responsible for settingeducational policy, looks into the matter and conducts public hearings. It isnot too late for L.A. Unified to do homework right.
21.It is implied inparagraph 1 that nowadays homework _____.
[A] is receiving morecriticism
[B]is no longer aneducational ritual
[C]is not required foradvanced courses
[D]is gaining morepreferences
22. L.A.Unified has madethe rule about homework mainly because poor students _____.
[A]tend to have moderateexpectations for their education
[B]have asked for adifferent educational standard
[C]may have problemsfinishing their homework
[D]have voiced theircomplaints about homework
23. According toParagraph 3, one problem with the policy is that it may ____.
[A]discourage studentsfrom doing homework
[B]result in students'indifference to their report cards
[C]undermine theauthority of state tests
[D]restrict teachers'power in education
24. As mentioned inParagraph 4, a key question unanswered about homework is whether ______.
[A] it should beeliminated
[B]it counts much inschooling
[C]it places extraburdens on teachers
[D]it is important forgrades
25.A suitable title forthis text could be ______.
[A]Wrong Interpretationof an Educational Policy
[B]A Welcomed Policy forPoor Students
[C]Thorny Questionsabout Homework
[D]A Faulty Approach toHomework
Text2
Pretty in pink: adultwomen do not remember being so obsessed with the color, yet it is pervasive inour young girls’ lives. It is not that pink is intrinsically bad, but it issuch a tiny slice of the rainbow and, though it may celebrate girlhood in oneway, it also repeatedly and firmly fuses girl s’ identity to appearance. Then itpresents that connection, even among two-year-olds, between girls as not only innocentbut as evidence of innocence. Looking around, I despaired at the singular lackof imagination about girls’ lives and interests.
Girls’ at traction topink may seem unavoidable, somehow encoded in their DNA, but according to JoPaoletti, an associate professor of American Studies, it is not. Children werenot colour-coded at all until the early 20th century: in the era beforedomestic washing machines all babies wore white as a practical matter, sincethe only way of getting clothes clean was to boil them. What’s more, both boysand girls wore what were thought of as gender-neutral dresses. When nurserycolours were introduced, pink was actually considered the more masculinecolour, a pastel version of red, which was associated with strength. Blue, withits intimations of the Virgin Mary, constancy and faithfulness, symbolisedfemininity. It was not until the mid-1980s, when amplifying age and sexdiffere nces became a dominant children’s marketing strategy, that pink fullycame into its own, when it began to seem inherently attractive to girls, partof what defined them as female, at least for the first few critical years.
I had not realised howprofoundly marketing trends dictated our perception of what is natural to
kins,including our core beliefs about their psychological development. Take thetoddler. I assumed that
phase was something experts developed after years ofresearch into children’s behaviour: wron g. Turns out, according to Daniel Cook,a historian of childhood consumerism, it was popularised as a marketing trickby clothing manufacturers in the 1930s.
Trade publicationscounseled department stores that, in order to increase sales, they shouldcreate“th ird stepping stone” between infant wear and older kids’ clothes. Itwas only after “toddler” became a common shoppers’ term that it evolved into abroadly accepted developmental stage. Splitting kids, or adults, intoever-tinier categories has proved a sure-fire way to boost profits. And one ofthe easiest ways to segment a market is to magnify gender differences – orinvent them where they did not previously exist.
26. By saying "itis...the rainbow"(Line 3, Para.1),the author means pink ______.
[A]should not be thesole representation of girlhood
[B]should not beassociated with girls' innocence
[C]cannot explain girls'lack of imagination
[D]cannot influencegirls' lives and interests
27. According toParagraph 2, which of the following is true of colours？
[A]Colours are encodedin girls' DNA.
[B]Blue used to beregarded as the colour for girls.
[C]Pink used to be aneutral colour in symbolising genders.
[D]White is prefered bybabies.
28. The author suggeststhat our perception of children's psychological development was much influencedby _____.
[A]the marketing ofproducts for children
[B]the observation ofchildren's nature
[C]researches intochildren's behavior
[D]studies of childhoodconsumption
29. We may learn fromParagraph 4 that department stores were advised to _____.
[A]focus on infant wearand older kids' clothes
[B]attach equalimportance to different genders
[C]classify consumersinto smaller groups
[D]create some commonshoppers' terms
30. It can be concludedthat girls' attraction to pink seems to be____.
[A] clearly explained bytheir inborn tendency
[B]fully understood byclothing manufacturers
[C] mainly imposed byprofit-driven businessmen
[D]well interpreted bypsychological experts
Text 3
In 2010. a federal judge shook America's biotech industry to its core. Companies had won patents for isolated DNA for decadesby 2005 some 20% of human genes were parented. But in March 2010 a judge ruled that genes were unpatentable. Executives were violently agitated. The Biotechnology Industry Organisation (BIO), a trade group, as sured members that this was just a “preliminary step” in a longer battle.
On July 29th they were relieved, at least temporarily. A federal appeals court overturned the prior decision, ruling that Myriad Genetics could indeed holb 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 patients alike.
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 st 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 molecul e “is no less a product of nature... than are cotton fibres that have 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 industryadvances, however, other suits may have an even greater impact. companies areunlikely to file many more patents for human DNA molecules-most are alreadypatented or in the public domain .firms are now studying how genes interact,looking for correlations that might be used to determine the causes of diseaseor predict a drug’s efficacy, companies are eager to win patents for
‘connectingthe dots’, explains Hans Saue r, a lawyer for the BIO.
Their success may bedetermined by a suit related to this issue, brought by the Mayo Clinic, whichthe Supreme Court will hear in its next term. The BIO recently held aconvention which included sessions to coach lawyers on the shifting landscapefor patents. Each meeting was packed.
31. It can be learnedfrom paragraph I that the biotech companies would like _____
A. their executives tobe active
B. judges to rule outgene patenting
C. genes to bepatentable
D. the BIO to issue awarning
32. Those who areagainst gene patents believe that _____
A. genetic tests are notreliable
B. only man-madeproducts are patentable
C. patents on genesdepend much on innovation
D. courts shouldrestrict access to gene tic tests
33. According to HansSauer, companies are eager to win patents for _____
A. establishing diseasecorrelations
B. discovering geneinteractions
C. drawing pictures ofgenes
D. identifying human DNA
34.By saying “each meeting was packed”(line4,para6)the author meansthat _____
A. the supreme court wasauthoritative
B. the BIO was apowerful organization
C. gene patenting was agreat concern
D. lawyers were keen toattend conventions
35. Generally speaking,the author’s attitude toward gene patenting is _____
A. critical
B. supportive
C. scornful
D. objective
Text 4
The great recession maybe over, but this era of high joblessness is probably beginning. Before itends,
It will likely changethe life course and character of a generation of young adults. And ultimately,it is likely to reshape our politics, our culture, and the character of oursociety for years.
No one tries harder thanthe jobless to find silver linings in this national economic disaster. Manysaid that unemployment, while extremely painful, had improved them in someways; they had become less materialistic and more financially prudent; theywere more aware of the struggles of others. In limited respects, perhaps therecession will leave society better off. At the very least, it has awoken usfrom our national fever dream of easy riches and bigger houses, and put anecessary end to an era of reckless personal spending.
But for the most part,these benefits seem thin, uncertain, and far off. In The Moral Consequences ofEconomic Growth, the economic historian Benjamin Friedman argues that bothinside and outside the U.S. ,lengthy periods of economic stagnation or declinehave almost always left society more
mean-spirited and less inclusive, and haveusually stopped or reversed the advance of rights and freedoms. Anti-immigrantsentiment typically increases, as does conflict between races and classes.
Income inequalityusually falls during a recession, but it has not shrunk in this one,. Indeed,this period of economic weakness may reinforce class divides, and decreaseopportunities to cross them--- especially for young people. The research ofTill Von Wachter, the economist in Columbia University, suggests that not allpeople graduating into a recession see their life chances dimmed: those withdegrees from elite universities catch up fairly quickly to where they otherwisewould have been if they had graduated in better times; it is the masses beneaththem that are left behind.
In the internet age, itis particularly easy to see the resentment that has always been hidden withinAmerican society. More difficult, in the moment, is discerning precisely howthese 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 itshistory, and a variety of national polls on social conflict since then haveshown mixed results. We will have to wait and see exactly how these hard timeswill reshape our social fabric. But they certainly will reshape it, and all themore so the longer they extend.
36. By saying “to findsilver linings”（Line 1,Para.2）the author suggest that the jobless try to ____.
[A]seek subsidies fromthe government
[B]explore reasons forthe unemployment
[C]make profits from thetroubled economy
[D]look on the brightside of the recession
37. According toParagraph 2,the recession has made people _____.
[A]realize the nationaldream
[B]struggle against eachother
[C]challenge theirlifestyle
[D]reconsider theirlifestyle
38. Benjamin Friedmanbelieve that economic recessions may _____.
[A]impose a heavierburden on immigrants
[B]bring out more evilsof human nature
[C]Promote the advanceof rights and freedoms
[D]ease conflictsbetween races and classes
39. The research of TillVon Wachther suggests that in recession graduates from elite universities tendto _____.
[A]lag behind the othersdue to decreased opportunities
[B]catch up quickly withexperienced employees
[C]see their lifechances as dimmed as the others’
[D]recover more quicklythan the others
40. The author thinksthat the influence of hard times on society is _____.
[A]certain
[B]positive
[C]trivial
[D]destructive
Part B
Directions:
Read the following textand answer the questions by finding information from the left column thatcorresponds to each of the marked details given in the right column. There are twoextra choices in the right column. Mark your answers on ANSWER SHEERT 1. (10points)
“Universal history, thehistory of what man has accomplished in this world, is at bottom the History ofthe Great Men who have worked here,” wrote the Victorian sage Thomas Carlyle.Well, not any more it is not. Suddenly, Britain looksto have fallen out with its favorite historical form. This could be no morethan a passing literary craze, but it also points to a broader truth about howwe now approach the past: less concerned with learning from forefathers andmore interested in feeling their pain. Today, we want empathy, not inspiration.
From the earliest daysof the Renaissance, the writing of history meant recounting the exemplary livesof great men. In 1337, Petrarch began work on his rambling writing De VirisIllustribus – On Famous Men, highlighting the virtus (or virtue) of classicalheroes. Petrarch celebrated their greatness in conquering fortune and rising tothe top. This was the biographical tradition which Niccolo Machiavelli turnedon 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, theattributes of greatness shifted. The Romantics commemorated the leadingpainters and authors of their day, stressing the uniqueness of the artist'spersonal experience rather than public glory. By contrast, the Victorian authorSamual Smiles wrote Self-Help as a catalogue of the worthy lives of engineers,industrialists and explorers. "The valuable examples which they furnishthe power of self-help, of patient purpose, resolute working and steadfastintegrity, issuing in the formulation of truly noble and many character,exhibit,” wrote Smiles.” what it is in the power of each to accomplish forhimself” His biographies of James Walt, Richard Arkwright and Josiah Wedgwoodwere held up as beacons to guide the working man through his difficult life.
This was all a bitbourgeois for Thomas Carlyle, who focused his biographies on the truly heroiclives of Martin Luther, Oliver Cromwell and Napoleon Bonaparte. These epochalfigures represented lives hard to imitate, but to be acknowledged as possessinghigher authority than mere mortals.
Communist Manifesto. Forthem, 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 thestory of the masses and their record of struggle. As such, it needed toappreciate the economic realities, the social contexts and power relations inwhich each epoch stood. For:“Men make their own history, but they do not makeit just as they please; they do not make it under circumstances chosen bythemselves, but under circumstances directly found, given and transmitted fromthe past.”
This was the traditionwhich revolutionized our appreciation of the past. In place of Thomas Carlyle,Britain nurtured Christopher Hill, EP Thompson and Eric Hobsbawm. History frombelow stood alongside
biographies of great men. Whole new realms ofunderstanding — from gender to race to cultural studies —
were opened up asscholars unpicked the multiplicity of lost societies. And it transformed publichistory too: downstairs became just as fascinating as upstairs.
[A] emphasized the virtue of classical heroes.
41. Petrarch [B] highlighted the public glory of the leading artists.
42. Niccolo Machiavellli [C] focused on epochal figures whose lives were hard to imitate.
43. Samuel Smiles [D] opened up new realms of understanding the great men in history.
44. Thomas Carlyle [E] held that history should be the story of the masses and their record of struggle.
45. Marx and Engels [F] dismissed virtue as unnecessary for successful leaders.
[G] depicted the worthy lives of engineer industrialists and explorers.
Section III Translation
46. Directions:
Translate the followingtext from English into Chinese. Write your translation
on ANSWERSHEET2.(15 points)
When people indeveloping countries worry about migration, they are usually concerned atthe 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 Australiatry to attract by using immigration rules that privilege collegegraduates .
Lots of studies havefound that well-educated people from developing countries areparticularly likely to emigrate .A big survey of Indian householdsin 2004 found that nearly 40%of emigrants had more than ahigh-school education, compared with around 3.3%of all Indians over theage of 25.This "brain drain "has long bothered policymakers inpoor countries ,They fear that it hurts their economies, depriving
themof much-needed skilled workers who could have taught at theiruniversities, worked in their hospitals and come up with clever new products for their factories to make .
Section IV Writing
Part A
47. Directions
Suppose you have foundsomething wrong with the electronic dictionary that you bought froman online store the other day ,Write an email to the customer service center to
1) make a complaint and
2) demand a prompt solution
You should write about100words on ANSERE SHEET 2
Do not sign your ownname at the end of the letter, Use "zhang wei "instead.
48、write an essay based onthe following table .In your writing you should
1) describe the table,and
2) give your comments
You should write atleast 150 words (15points)
某公司员工工作满意度调查
年龄 -------满意度满意不清楚不满意
小于等于40岁16.7% 50.0% 33.3%
41-50岁0.0% 36.0% 64.0%
大于50岁40.0 50.0% 10.0%
完形填空
1. B served
2. B common
3. A bore
4. A necessities
5. C but
6. D against
7. A meaning
8. A handed out
9. C made 10. D neither
11. Ddistinguished 12. B collection 13. C interviewed 14. D human
15. C patrolled 16. A paralleled 17. C emphasized 18. C fragments
19. B To 20. D at that point
完形填空分析
英语（二）大纲指出，完形填空文章字数大约是350个词，比英语（一）的文章字数240-280词要多，字数多也就意味着给出了更多的已知线索来搜寻未知信息，所以考生理解起来更顺畅、做起题来更轻松。

考察的单词主要是常用词的基本用法，因此难度应该略低于英语（一）的完型填空文章。

词汇辨析题包括意近词、形近词和词义理解三种。

如完型填空第4题，根据of结构后面的food and shelter，选择necessities，其他几次单词意思有些都比较接近，但都没有衣食住行等生活必需品的含义。

第11题四个选项都是dis开头的单词，长的很像，根据空格后career fighting German ,Japanese , and
Korean troops，联系文章主题说他曾经是个战争英雄，选择distinguished。

词义题解题有一个好办法是褒贬含义解题法，如第18题，冒号有解释说明的作用，再根据上下文the dirt and exhaustion of war,……coffee, tobacco, whiskey, shelter, sleep等关键字均为贬义词，迅速判断illusions作为答案。

词汇搭配题包括两种，一个是固定搭配，看到什么选什么，比如完型填空第5题，还有一种是词汇搭配，在完形填空中考的较多，做题的方法是分析句子内部主谓宾的搭配词哪一个更适合，或者根据上下文进行推断，还有一个方法是采取复现法，重复的单词往往是正确答案。

如完形填空第2题，是一个修饰性搭配，选项四个形容词都可以修饰man，从后面的句子中可以看出GI.Joe这个人小时候出生在普通人家里，最后成了英雄，因此选择common，而且这个词汇common name在下文中重复出现过。

第3题是一个动宾搭配，需要选择及物动词，根据空格后的burdens，选择bear 的过去式bore。

TEXT1：
21. A is receiving more criticism
22. C may have problems finishing their homework
23. A discourage students from doing homework
24. B it counts much in schooling
25. D A Faulty Approach to Homework
TEXT2：
26. A should not be the sole representation of girlhood
27. B Blue used to be regarded as the color for girls
28. A the marketing of products for children
29. C classify consumers into smaller groups
30. C mainly imposed by profit-driven businessmen
TEXT3：
31. C genes to be patentable
32. B only man-made products are patentable
33. A establishing disease correlations
34. D gene patenting was a great concern
35. D objective
TEXT4：
36. D look on the bright side of the recession
37. D reconsider their lifestyle
38. B bring out more evils of human nature
39. D recover more quickly than the others
40. B positive
新题型：
41. A emphasizedthe virtue of classical heroes.
42. F dismissedvirtue as unnecessary for successful leaders.
43. G depicted theworthy lives of engineer industrialists and explorers.
44. C focused onepochal figures whose lives were hard to imitate.
45. E held thathistory should be the story of the masses and their record of struggle.
阅读理解分析
今年是英语二考试的第三年，通过最近几年的题目，笔者总结一下英语二阅读方面的一些特点：
1 选材思路：
从最近几年的真题中明显看出经济学占据有举足轻重的地位，最近三年中每一次四篇文章中都有两篇是和经济学相关的。

2010年第一篇考了艺术品市场拍卖的波动和第三篇人们的喜好和企业市场营销的关
系；11年考察了第一篇外部董事对于企业运作的作用和第四篇欧盟如何应对债务风波；今年第二篇又考察了人们对颜色的喜爱还是和企业的营销相关以及第四篇如何在失业率上升中见到忧中之喜。

其实仔细研读就会发现，大纲对于英语二的要求是考生应能读懂不同题材和体裁的文字材料，题材包括经济、管理、社会、文化、科普等，体裁包括说明文、议论文和记叙文等。

在大纲中，经济学就是摆在第一位的，我相信对于考MBA相关专业的考生至少在背景常识方面会具有一定的优势，而对于很多艺术类考生则是很不利的。

因此希望考生平时还是要多注重积累一些经济学方面的常识，对于英语二的阅读是大有裨益的。

2 文章结构：
对于文章的结构，考生要注意学会识别主题和支持性细节的结构关系，常见的主要有三大类：例证、对比和因果关系。

这三种论证方法又以对比最难理解，而对比恰恰使我们考研最喜欢考察的一种结构。

这里稍微分析一下，考研中的对比还分成两大类：第一种比较常见的是大众对作者观点的对比，因为我们考试的文章几乎都选在西方的报刊杂志，所以为了吸引读者的眼球，作者的观点一定是匪夷所思的，比如今年阅读的第四篇文章第一段就讲述经济衰退了，失业只是刚刚开始，大众一定认为经济衰退和失业率的上升一定是不好的，可是第二段开始就话锋一转讲述他也能重塑我们的政治、文化甚至是社会特点，第三段更进一步论述我们还能从经济衰退中找到好的东西，明显和我们的固定思维是相反的。

因此考生读文章千万不能带着主观臆断去读，要以旁观者的立场来看待文章。

又如第二篇文章一开头说女孩子钟情粉红色，然后分析大众认为的原因DNA相关，但紧接着马上否定这个观点，最后引述还是和企业的市场营销相关联。

第二种是正反对比，就是对于同一个事物或者社会现象会分成两类人的观点，一类支持的，一类反对的，还有要关注作者观点。

例如今年阅读的第三篇关于分离DNA的专利授权问题。

文章一开始先引述BIO人员的观点，他们都是支持授权的；从第三段开始接着引述反对这的观点以及为什么反对的原因；最后用例子说明当前的社会争议问题。

考生在阅读考研文章的时候一定注意对比关系，才能正确理解文章的主旨大意。

3 考点分布：
目前英语二主要就是考察主题和细节。

先说主题。

第一种考察就是直白的主题题型，如“mainly about”或者“best title”，这类题目考生只要把握住核心概念，选项中必须出现核心概念，例如今年的第25题，通篇文章核心就是在阐述homework，首先就在选项找核心概念，这样就能排除两个，接着关注细节不能出现，关于问题是最后第二段的细节，而且通篇文章都在批判L.A. Unified改变回家作业的方法，所以答案就很明确了。

第二种比较含蓄。

例如最近几年推理判断题型较多，其实很多推理判断考生不知道如何取舍，更多时候还是考察主题。

依然以今年真题为例，例如第二篇的第28题对应原文的第三段核心就是营销，第29题和第30题对应第四段主题要把受众分类以期获得更大的利润。

其次就是大量的细节定位。

第一种考察方法就是Part A当中的细节事实题，这是占据比重最大的一种题目，考生只要返回原文定位，然后同义替换就能找出正确答案。

如第一篇第22题，根据题干中rule以及because定位在原文二段首句，读懂“…completing their homework”就是选出对应的完成作业作为正确答案。

第二种就是英语二的Part B部分，今年和2011年一样考察的是配对题，而且今年比去年更简单，因为5个题干基本和原文顺序保持一致，根据大写字母定位，找出每个人的观点，然后连线。

唯一的难点就是文中没有出现45中的Marx and Engels，但根据音译考生也猜得出这两个应该是马克思和恩格斯，就能对应到原文的Communist Manifesto《共产党宣言》，我们从小就学过这是现代共产主义学说发展史上的第一步经典，有马克思和恩格斯合著。

我想只要定位定准，这部分考生都应该能获得不错的成绩。

年年岁岁文不同，岁岁年年题相似。

事实上，考研有时候连词都一样，例如今年第四篇第36题考察了“silver linings”这个词，其实这个词组在2004年的英语一中曾经就作为过考点，这句话出处是“Every cloud has a silver lining”每一片乌云背后总有一丝光芒，可以引申为新东方的名言：学会从绝望中寻找到希望，这样本题的答案就一目了然了。

考生只有好好把握历年真题，吃透精髓，才能在考场上立于不败之地。

翻译。