120122012 年考研英语二真题试题及答案年考研英语二真题试题及答案SectionSection 1 1 UseUse ofof EninglishEninglish Directions : Millions of Americans and foreigners see GI.Joe as a mindless war toy ,the symbol of American military adventurism, but thats not how it used to be .To the men and women who 1 )in World War II and the people they liberated ,the GI.was the 2) man grown into hero ,the pool 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 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 who never 9) it to the top .Joe Blow ,Joe Magrac a working class name.The United States has 10) had a president or vicepresident or secretary of state Joe. GI .joe had a (11)career fighting German ,Japanese , and Korean troops . He appers as a character ,or a (12 ) of american personalities, in the 1945 movie The Story of GI. Joe, based on the last days of war correspondent Ernie Pyle. Some of the soldiers Pyle(13)portrayde themselves in the film. Pyle was famous for covering the (14)side of the warl, 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 important person in their lives. 1.A performed Bserved Crebelled Dbetrayed 2.A actual Bcommon Cspecial Dnormal 3.Abore Bcased Cremoved Dloaded 4.Anecessities Bfacilitice Ccommodities Dpropertoes 5.Aand Bnor Cbut Dhence 6.Afor Binto C form Dagainst 7.Ameaning Bimplying Csymbolizing Dclaiming 8.Ahanded out Bturn over Cbrought back Dpassed down 9.Apushed Bgot Cmade Dmanaged 210.Aever Bnever Ceither Dneither 11.Adisguised Bdisturbed Cdisputed Ddistinguished 12.Acompany Bcollection Ccommunity Dcolony 13.Aemployed Bappointed Cinterviewed Dquestioned 14.Aethical Bmilitary Cpolitical Dhuman 15.Aruined Bcommuted Cpatrolled Dgained 16.Aparalleled Bcounteracted Cduplicated Dcontradicted 17.Aneglected Bavoided Cemphasized Dadmired 18.Astages Billusions Cfragments Dadvancea 19.AWith BTo CAmong DBeyond 20.Aon the contrary B by this means Cfrom the outset Dat that point SectionSection IIII ResdiongResdiong ComprehensionComprehension Part A Directions: Read the following four texts. answer the question after each text by choosing A,B,C or D. Mark your answers on ANSWER SHEET 1.(40 points) Text 1 Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educational ritual. Unfortunately, L.A. Unified has produced an inflexible policy which mandates that with the exception of some advanced courses, homework may no longer count for more than 10% of a students academic grade. 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 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 pat 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 vey 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? 3It is quite possible that the homework helped. Yet rather than empowering teachers to find what works best for their students, the policy imposes a flat, across-the-board rule. 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 a