考研英语一江西省南昌市青云谱区2023年高分冲刺试卷Section I Use of EnglishDirections: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) Last summer I went on a twoday river rafting trip with my teenage daughter as the river guide. I was proud to see my baby girl 1 and confidently moving our raft through a variety of 2 whitewater conditions. I also found it 3 to have my daughter giving commands and barking 4 as to when and how to paddle(用桨划船)As we approached the largest 5 on the river I could feel my heart beating faster. Upon 6 the turbulent(湍急的) water, our boat got 7 on a large rock. I was in the front of the boat and reached 8 with my paddle, thinking I would help 9 us away from the rock. In the next instant I could feel myself falling out of the boat and into the river. I did have my moments of 10 and terror.This resistance disappeared quickly, 11 I landed in the cold, powerfully turbulent water. 12 my highquality flotation vest, I was pulled underwater, 13 thankfully, within seconds I popped(冒出) back up to the 14 . A few moments later one of the other trip leaders called for me to 15 toward his boat, where I was quickly pulled up and in. I was shaken, out of breath, and quite 16 to be out of the turbulent water.An equivalent of this experience happens all the time in our lives. This is life. You cannot count on things going 17 . When we do, we often 18 disappointed and unhappy. Resisting 19 ， which often arrives suddenly and unexpectedly, keeps us from 20 the scenario(可能要发生的事) unfolding before us clearly, and it can keep us from acting in ways that are smart and effective and that lead to results that make us feel good and proud of ourselves.1、ApainfullyBgraduallyCextremelyDskillfully2、AfreezingBchallengingCfascinatingDthrilling3、AashamedBannoyingCunbearableDtroublesome4、AopinionsBlecturesCordersDlessons5、ArapidBrockCgapDtarget6、ApouringBpumpingCenteringDcovering7、AoccupiedBstuckCrescuedDdamaged8、AbackwardBdownCforwardDacross9、AscareBhideCpullDpush10、AexcitementBperformanceCsufferingDresistance11、AbeforeBwhileCbecauseDas12、AWithBDespiteCInDBelow13、AbutBthereforeCsoDor14、AboatBsurfaceCwaterDterror15、AwanderBflowCfloatDswing16、AshockedBrelievedCdisturbedDembarrassed17、ApotentiallyBrandomlyCsmoothlyDquickly18、Awind upBhurry upCthink upDcome up19、AchangeBtemptationCpressureDeffort20、AassessingBseeingCappreciatingDmindingSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1 It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in the education system. In an attempt to help the children of poor families, a nationwide program called “Headstart” was started in the US in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help them succeed in school. But the results have been disappointing , because the program began too late. Many children who entered it at three were already behind their peers in language and intelligence and the parents were not involved in the process. At the end of each day, “Headstart” children returned to the same disadvantaged home environment.To improve the results, another program was started in Missouri that concentrated on parents as the child,s first teachers. This program was based on research showing that working with the family is the most effective way of helping children get the best possible start in life. The four-year study included 380 families who were about to have their first child and represented different social-economic status, age and family structure. The program involved trained educators visiting and working with the parent or parents and the child. The program also gave the parents some guidance, and useful skills on child development.At three, the children involved in the “Missouri” program were evaluated with the children selected from the same socio-economic background and family situations. The results were obvious. The children in the program were more advanced in language development, problem solving and other intellectual skills than their peers. They performed equally well regardless of socio-economic backgrounds or family structure. The one factor that was found to affect the child,s development was the poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.The “Missouri” program compares quite distinctly with the “Headstart” program. Without a sim