1、 Born to win 2019 年研究生入学统一考试试题（英语 二 ） 跨考教育英语教研室 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) Weighing yourself regularly is a wonderful way to stay aware of any significant weight
2、 fluctuations. 1 , when done too often, this habit can sometimes hurt more than it 2 . As for me, weighing myself every day caused me to shift my focus from being generally healthy and physically active to focusing 3 on the scale. That was bad to my overall fitness goals. I had gained weight in the
3、form of muscle mass, but thinking only of 4 the number on the scale, I altered my training program. That conflicted with how I needed to train to 5 my goals. I also found weighing myself daily did not provide an accurate 6 of the hard work and progress I was making in the gym. It takes about three w
4、eeks to a month to notice significant changes in weight 7 altering your training program. The most 8 changes will be observed in skill level, strength and inches lost. For these 9 , I stopped weighing myself every day and switched to a bimonthly weighing schedule 10 . Since weight loss is not my goa
5、l, it is less important for me to 11 my weight each week. Weighing every other week allows me to observe and 12 any significant weight changes. That tells me whether I need to 13 my training program. I also use my bimonthly weigh-in 14 to get information about my nutrition as well. If my training in
6、tensity remains the same, but I m Born to win constantly 15 and dropping weight, this is a 16 that I need to increase my daily caloric intake. The 17 to stop weighing myself every day has done wonders for my overall health, fitness and well-being. I am experiencing increased zeal for working out sin
7、ce I no longer carry the burden of a 18 morning weigh-in. I ve also experienced greater success in achieving my specific fitness goals, 19 I m training according to those goals, instead of numbers on a scale. Rather than 20 over the scale, turn your focus to how you look, feel, how your clothes fit
8、and your overall energy level. 1. A. Therefore B. Otherwise C. However D. Besides 2. A. Cares B. warns C. reduces D. helps 3. A. Solely B. occasionally C. formally D. initially 4. A. Lowering B. explaining C. accepting D. recording 5. A. Set B. review C. reach D. modify 6. A. Depiction B. distributi
9、on C. prediction D. definition 7. A. Regardless of B. aside from C. along with D. due to 8. A. Rigid B. precise C. immediate D. orderly 9. A. judgments B. reasons C. methods D. claims 10. A. Though B. again C. indeed D. instead 11. A. Track B. overlook C. conceal D. report 12. A. Approval of B. hold
10、 onto C. account for D. depend on 13. A. Share B. adjust C. confirm D. prepare 14. Features B. rules C. tests D. results 15. A. Anxious B. hungry C. sick D. bored 16. A. Secret B. belief C. sign D. principle 17. A. Necessity B. decision C. wish D. request Born to win 18. A. Surprising B. restricting
11、 C. consuming D. disappointing 19. A. Because B. unless C. until D. if 20. A. Dominating B. puzzling C. triumphing D. obsessing 1. 逻辑关系题：文章第一句说定期称体重是一个很好的方式，空格后谈到 hurt 伤害 ia，所以前后构成转折相反关系，需要填入一个转折词，选 C however。干扰项 A 因此， B 否则， D 除此之外。都不符合题意。 2. 词性题 ：空前提到伤害大，空格内需要填入与 hurt 的反义词，正确的是 D help 有帮助。干扰项 A 关心，
12、 B 警告， C 减少。 3. 副词题：这句意思是我们会把关注点由原来的通常关注体重和健康转移到 _关注体重秤上面来。此处需要与 generally 通常相反的词，正确的是 solely 仅仅。干扰项 B 偶尔， C 正式与句意不符。 4. 词性题：仅仅想着 _体重秤上的数字，答案是 A lowering 降低，此处用了仅仅用来加强语气不能选其他， B 解释， C 接受， D 记录。 5. 词性题：我需要训练来 _目标，与 goal 搭配 ,最适 合的是 reach 达到，干扰项 A set 设置， B 审查， D 修正 6. 词性题目：准确的 _我的努力，已经发生的事，应该用 depicti
13、on 描述，不能用预测 predict，其他词义 distribution 分配 definition 定义 都不对 7. 逻辑题： _改变训练项目，需要三周到一个月时间来注意到体重的明显变化 , 此处构成因果关系，选 D due to 由于，其他 A 不顾， B 除了， C 和都不符合 8. 词性题：前一句讲过体重的变化是最不明显的需要耗费三周到一个月，所以此处讲的应该是最明显的变化，因此选 C 立即的。 9. 逻辑题：前后构成因果关系，因为这些原因，我改变每天秤体重的做法。 正确答案 reasons 10. 逻辑题：前半句和后半句明显是一种对比关系，因此选 D instead 反而。 11
14、. 词性题：空后是体重， A track 追踪，正确。 B overlook 忽视， C conceal 掩盖， D report 报道，意思不符合。 Born to win 12. 并列结构： and 前面 observe 观察，与它意思相近的是 C account for 解释说明，每隔一周称体重，让我观察到一些明显的体重变化并且为他寻找原因。其他项 A 批准赞成， B 紧紧抓 住 ,D 依赖 不符合题意 13. 词性题：那会告诉我如何 _我的训练计划，正确答案是 adjust 调整，其他选项 A 分享， C 确认 D 准备 14. 词性题：需要填入的是名词，我会从半月体重称量 _得到信息
15、。正确答案是D results 结果，其他项 A 特色， B 规则 ,C 测试 不符合题意 15. 并列结构： and 后是体重下降，此处是并列关系，选择 B 饥饿。其他项 A 焦虑， C 疾病的 ,D 无聊的 不符合题意 16. 词性题：体重下降，那是一个 _我需要增加卡路里摄入， C 信号，正确。其他项 A 秘密 ,B 信念 D 原则 不符合题意 17. 词性题： to 后面的结构是修饰这个空，即停止每天称体重的 _ B 决定，正确。其他项 A 必要性 ,C 希望 D 请求 不符合题意 18. 词性题： of 后边结构修饰前面的 burden 负担，所以我们此处填入的形容词也必然是不好的
16、D 失望的，正确。其他项 A 惊讶的 ,C 限制的 C 消耗的 不符合题意 19. A 逻辑题： 前半句讲获得成功是结果，填入的应该是因为 because 正确。其他项 B 如果不 ,C 直到 D 如果 不符合题意 20. D 词性题： 此处要填入一个动词， rather than 两个句子构成对比关系，所以我们需要选出与 focus 意思相近的词 ，几个词组都可搭配 over， obsess 痴迷 D 正确。其他项 A 统治 ,B 迷惑 C 成功 不符合题意 Section II Reading Comprehension Part A Directions: Read the follow
17、ing four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points) Born to win Text 1 A few years ago, researchers in Germany set out to plumb the moral consciences of small children. They invited a series of 2- and 3-year-olds to play w
18、ith a marble track in a lab. Close to the track inauspiciously close was a block tower that one of the adult experimenters claimed to have painstakingly constructed. Just before turning her back, she asked them not to damage it. Needless to say, the game was rigged. After a few runs, a marble would
19、knock over part of the tower, at which point the experimenter responded with what the resulting journal article described as a “mildly sad” tone. “Oh no,” she would say, then ask what had happened. In some versions of the experiment, the child seemed to be to blame; in others, an adult who was helpi
20、ng with the experiment toppled the tower. The kids reactions revealed a lot about how social-emotional development progresses during these key years. While many of the 2-year-olds seemed sympathetic to the researchers plight, the 3 -year-olds went beyond sympathy. When they believed that theyd cause
21、d the accident, they were more likely than the 2-year-olds to express regret and try to fix the tower. In other words, the 3-year-olds behavior varied depending on whether they felt responsible. Their actions, according to Amrisha Vaish, the University of Virginia psychology researcher who led the s
22、tudy, demonstrate “the beginnings of real guilt and real conscience.” Vaish is one of a number of scholars studying how, when, and why guilt emerges in children. Unlike so-called basic emotions such as sadness, fear, and anger, guilt emerges a little later, in conjunction with a childs growing grasp
23、 of social and moral norms. Children arent born knowing how to say “Im sorry”; rather, they learn over time that such statements appease parents and friends and their own consciences. This is why researchers generally regard so-called Born to win moral guilt, in the right amount, to be a good thing:
24、 A child who claims responsibility for knocking over a tower and tries to rebuild it is engaging in behavior thats not only reparative but also prosocial. In the popular imagination, of course, guilt still gets a bad rap. It evokes Freuds ideas and religious hang -ups. More important, guilt is deepl
25、y uncomfortable its the emotional equivalent of we aring a jacket weighted with stones. Who would inflict it upon a child? Yet this understanding is outdated. “There has been a kind of revival or a rethinking about what guilt is and what role guilt can serve,” Vaish says, adding that this revival is
26、 part of a larger recognition that emotions arent binary feelings that may be advantageous in one context may be harmful in another. Jealousy and anger, for example, may have evolved to alert us to important inequalities. Too much happiness (think mania) can be destructive. And guilt, by prompting u
27、s to think more deeply about our goodness, can encourage humans to atone for errors and fix relationships. Guilt, in other words, can help hold a cooperative species together. It is a kind of social glue. Viewed in this light, guilt is an opportunity. Work by Tina Malti, a psychology professor at th
28、e University of Toronto, suggests that guilt may compensate for an emotional deficiency. In a number of studies, Malti and others have shown that guilt and sympathy (and its close cousin empathy) may represent different pathways to cooperation and sharing. Some kids who are low in sympathy may make
29、up for that shortfall by experiencing more guilt, which can rein in their nastier impulses. And vice versa: High sympathy can substitute for low guilt. In a 2014 study, for example, Malti and a colleague looked at 244 children, ages 4, 8, and 12. Using caregiver assessments and the childrens self-ob
30、servations, they rated each childs overall sympathy level and Born to win his or her tendency to feel negative emotions (like guilt and sadness) after moral transgressions. Then the kids were handed stickers and chocolate coins, and given a chance to share them with an anonymous child. For the low-s
31、ympathy kids, how much they shared appeared to turn on how inclined they were to feel guilty. The guilt-prone ones shared more, even though they hadnt magically become more sympathetic to the other childs deprivation. “Thats good news,” Malti says. “We can be prosocial because of our empathetic proc
32、livity, or because we caused harm and we feel regret.” Malti describes guilt as a self-directed emotion, elicited when you act in a way thats out of keeping with your conscience. Sympathy and empathy are other-directed. A child who isnt inclined to feel bad for a classmate whose toy car she stole mi
33、ght nevertheless feel uncomfortable with the idea of herself as a thief and return the toy. Guilt can include sympathy, Malti says, but it doesnt have to. Shes agnostic about which of the two paths children take, so long as they treat one another well. This is a provocative idea at a moment when par
34、ents and educators have come to almost fetishize empathy when a childs ability to put herself in anothers shoes seems like the apex of goodness. Parents encoura ge children to consider how their peers feel when they dont share their toys. Preschool teachers instruct students to consider one another
35、“friends,” implying that good behavior is predicated on affection. Elementary schools base anti-bullying curricula around altruistic concepts like love and kindness. When it comes to helping kids manage relationships and tamp down aggression, “schools and programs have almost exclusively focused on
36、empathy promotion,” Malti says. “I think its incredibly important to nurture empathy, but I think its equally important to promote guilt.” If you still find the idea of guilting your child unpalatable, keep in Born to win mind that were talking about a very specific kind of guilt. This is not tellin
37、g your child that her disobedience proves shes unworthy, or describing how painful it was to give birth to her. This is not pressuring your grown son or daughter to hurry up and have babies before you die. In short, this is not your grandmothers guilt -trip. You dont want a child to feel ba d about
38、who she is (thats called shaming) or responsible for things outside her control (which can give rise to maladaptive or neurotic guilt; see the child who feels guilty for her parents divorce). Malti points out that a childs age and disposition are also important considerations; some may be temperamen
39、tally guilt-prone and require a lighter touch. The point is to encourage both goodness and resilience. We all make mistakes, and ideally we use them to propel ourselves toward better behavior. Proper guilting connects the dots between your childs actions and an outcome without suggesting anything is
40、 wrong or bad about her and focuses on how best to repair the harm shes caused. In one fell swoop it inspires both guilt and empathy, or what Martin Hoffman, an emeritus professor at NYU known for his extensive work on empathy, has termed “empathy -based guilt.” Indeed, you may already be guilting y
41、our child (in a healthy way!) without realizing it. As in: “Look, your brother is crying because you just threw his Beanie Boo in the toilet.” Hopefully, the kid is moved to atone for her behavior, and a parent might help her think through how to do that. Work by Renee Patrick, a psychology professo
42、r at the University of Tampa, shows that its important for parents to express themselves in a warm and loving way: A parent who seems chastising or rejecting can induce anxiety in a child, and do nothing to encourage healthy behavior. Patricks work also shows that kids whose parents used a strategy
43、intended to elicit “empathy -based guilt” during their adolescence Born to win tended to see moral concepts like fairness and honesty as more central to their sense of themselves. (A related technique thats been found effective in adolescents involves what Patrick calls “parental expression of disap
44、pointed expectations” which is as harrowing as it sounds.) Joan Grusec, a psychologist and researcher in parenting and childrens development, and a colleague of Maltis at the University of Toronto, says its important to make the what -you-can-do-about-it part a discussion between parent and child, i
45、nstead of a sermon. Forcing a child to behave morally may prevent her from internalizing the lesson youre trying to impart. And, she says, such a conversation may work better “once everybody has simmered down,” rather than in the heat of a dispute. She points to research on what academics call remin
46、iscence, which suggests that discussing a transgression after the fact may better help children understand what they did wrong. Of course, knowing when to feel bad and what to do about it are things we could all benefit from. Maltis research may focus on kids, but guilt is a core human emotion an in
47、evitability for people of every age. And she believes that it has the potential to be especially helpful now, in a world that is growing more divided and atomized. She argues that guilt may have the ability to bring us together, not despite but because of its focus on the self. The proposition is ra
48、dical. What if the secret to treating one another better is thinking about ourselves not less, but more? 21. Researchers think that guilt can be a good thing because it may help_. A. regulate a childs ba sic emotions B. improve a childs intellectual ability Born to win C. intensify a childs positive feelings D. foster a childs moral development 22. According to Paragraph 2, many people still guilt to be _. A. deceptive B. addictive C. burdensome D. inexcusable 23. Vaish holds that the rethinking about guilt comes from an awareness that_. A. an emotion can play o
