五年真题与解析考研

五年真题与解析考研篇1

（二）写作真题解析与参考范文

1、小作文：

Directions: Suppose you have found something wrong with the electronic dictionary that you

bought from an 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 about 100 words on ANSWER SHEET 2.Do not sign your own name at the end of the letter.Use “Zhang Wei” instead.命题解析

在2011年所有的面授及讲座中，笔者均预测2012年英语

（二）小作文70%的可能性是考察书信。不出所料，今年再次考察了从2010至2011年已经连续考察过两次的书信。

值得关注的是，今年考察了考研尚未考过，但四、六级、雅思移民类考试已多次考察的投诉信：如2002年1月四、六级写作投诉食堂，2004年6月六级写作投诉书店等.尤其与2004年6月六级写作真题颇为相似，同为投诉字典的质量问题。该题如下：

Directions: 设想你买了一本英文字典，发现有这样那样的质量问题，书店服务态度又不好，因此给报社编辑写信。信中必须包括以下内容：事情起因，与书店交涉的经过，呼吁服务行业必须提高服务质量。

其实考研小作文历史上已经考察过两次四级写作真题：分别是2009年小作文“限制塑料袋”（来源于2008年12月四级写作真题“限制塑料袋”）和2010年小作文“招募志愿者”（来源于2006年6月17日四级写作真题“招募志愿者”）。恳请考生务必重视历年四、六级或专四写作真题！考研写作可能借鉴。2011年笔者讲授的北京新东方学校考研写作冲刺模考班、冲刺串讲班、英语

（二）点睛班及画龙点睛大课堂课程的书信七大必背范文中均提供了投诉信（投诉列车服务），几乎全文均可使用。

拙著《2012考研英语高分写作》第56至58页详细讲解了投诉信的注意事项、写作方法，并提供了经典范文与万能句型；第二章第六节小作文十大必背范文第三篇即投诉信，诸多表达均可使用。

笔者录制的2012新东方在线网络课程中，冲刺班小作文十大必背范文第三篇即投诉信（投诉列车服务），亦即考前写作批改讲评班小作文五大必背范文第三篇，几乎全文可以使用。考生如果认真准备过，今年题目并不难写。

需要注意的是，本题与2010年私人感谢信与2011年私人祝贺+建议信不同，而是公务投诉信，文中不应使用过多缩写、省略句或口语表达。称呼可使用“Dear Sir or Madam,”，首段可进行自我介绍（购买电子词典的消费者），表明写作目的（进行投诉）；次段需提出二至三点具体投诉原因；尾段须提出解决方案或建议（换货或退款）。落款应写“Zhang Wei”。

参考范文

Dear Sir or Madam,I bought an electronic dictionary from your online store on January 1st, but I found it has some problems after using it for a short period of time.To begin with, the battery needs recharging after a mere 2 hours of use.This means that I need to carry my charger with me when I go out for a day.In addition, the buttons on the electronic dictionary are so small that it is nearly impossible to type anything with them.Personally, I find this to be completely unacceptable.Therefore, I would like to either change the electronic dictionary for another model that works well or receive a refund for it.Your help in this matter is greatly appreciated.Yours sincerely,Zhang Wei2、大作文：

Directions: Write an essay based on the following table.In your writing you should

1)describe the table ,and

2)give your comments

You should write at least 150 words.(15 points)

某公司员工工作满意度调查

年龄/满意度满意

小于等于40岁 16.7%

41-50岁 0.0%

大于50岁 40.0

命题解析

在2011年所有的面授及讲座中，笔者均预测2012年英语

（二）大作文90%的可能性是考察图表作文。不出所料，今年再次考察了从2010年至2011年已经连续考察过两次的图表作文。同时，与往年一样，今年并为考察“动车追尾”、“老人摔倒”、“食品安全”、“醉驾入刑”、“建设文化强国”等2011年国内热点话题，而是再次考察了一个中性话题：“工作满意度”。

本题图表描述及原因分析稍有难度，很多考生无从下手。其实无需过于焦虑，阅卷教师主要考察整体语言水平，只要语言基本正确、结构比较清晰，内容没有跑题均可取得及格成绩。2011年笔者讲授的北京新东方学校各类考研写作课程均详细讲解了图表作文的写法并提供了经典范文。

拙著《2012考研英语高分写作》第143至145页详细讲解了图表作文的写作要点、图表类型及经典术语。第三章第二节详细讲解了1997、1999及2011年英语

（二）图表作文真题，各提供了两篇经典范文、参考译文与范文详解。第三节大作文三十大必背范文提供了六篇图表作文。附录详细分析了2011年英语

（二）图表作文真题。

拙著《我的满分考研写作书》第三章第四节“大作文十大必背范文”中第八篇即图表作文。笔者录制的2012新东方在线网络课程中：基础班提供了两篇图表作文范文；强化班大作文十大必背范文提供了另外两篇图表范文。冲刺班大作文十大必背范文中第二篇及图表作文。考生如果认真准备过，很多表达均可使用。

值得注意的是，本文第一段应重点描述图表，首句总体描述：主题（工作满意度）+对象（某公司员工），进而细节描述二至三句。次段应重点进行因果论证，首句使用过渡句，中间给出二至三点具体原因，重在分析为何40岁人满意度最低、50岁人最高，可从工作压力、家庭负担、职业倦怠、工作态度、职业规划等各方面进行分析。尾句亦可进行总结。尾段进行归纳结论或提出建议措施均可，如公司提高福利待遇并提供更多关怀、员工端正工作态度等。参考范文

The table clearly reflects the statistics of job satisfaction of the staff in a certain company.According to the data given above, we may conclude that the percentage of people satisfied with their jobs is highest among those over 50 years old, at about 40%.Meanwhile, the proportions of the personnel feeling hard to say are the same between 不清楚 50.0% 36.0% 50.0% 不满意 33.3% 64.0% 10.0%

those under 40 and over the age of 50, at about 50%.In contrast, the figure of the staff not satisfied with their jobs is about 64% among those between the age of 41 and 50, the highest among all the three categories.The major determinant lies in people’s various attitudes.On the one hand, the staffs between the age of 41 and 50 usually have to undertake their responsibilities and pressure from both their families and their career.Sometimes they even go to extremes, and frantically pursue money, power, high social status, and so on, which are all symbols of

五年真题与解析考研篇2

本次的翻译题目仍然延续一贯的出题风格，从英文原版书籍中选文，经过命题组专家改写后成为考题。本次翻译题目的文章选自一本英文书的第一章，书名为《50部自助经典：改变你人生的50部励志书》(50 Self-Help Classics: 50 Inspirational Books to Transform Your Life)，这一章的内容主要与英国作家James Allen在1902年所写的一部励志书《做个思想者》(As a Man Thinketh)有关。虽然文章的首段并没有出题，但是笔者建议考生还是应该花时间读一下。首段往往能揭示出全文的主题、背景、逻辑线索等，了解首段将有助于考生对后文内容的理解和把握。本次节选文章的首段为：“With its theme that ‘Mind is the master weaver,’ creating our inner character and outer circumstances, the book As a Man Thinketh by James Allen is an in-depth exploration of the central idea of self-help writing.”通过读首段，考生可以预判出，本文是一篇书评，将对James Allen的观点进行分析。了解了文章的大致内容后，我们来对各翻译试题进行详细的分析。

(46) Allen’s contribution was to take an assumption we all share—that because we are not robots we therefore control our thoughts—and reveal its erroneous nature.

句子解析

1.本句是翻译文章第二段的首句，同时也是该段的主题句，起到了统领全段的作用。首先，通过was我们可以判断出，本句是“主－系－表”结构。在句中，“we all share”是一个定语从句，修饰assumption，由于先行词assumption在从句中作宾语(可还原成：We all share an assumption. )，所以此处省略了定语从句的引导词that。第一个破折号后的that引导的是assumption的同位语从句，同位语从句中又嵌套了原因状语从句。第二个破折号后的并列连词and连接的是句子后面的reveal与句子前面的take，这两个动词是并列关系。句尾处的its指代的是assumption。

2.take：该词的译法非常灵活，考生必须根据上下文来确定这种“万能动词”的含义。本文中可将take译为“研究，分析”。

3.assumption：该词及其动词形式assume在考研英语中曾多次出现过，可以译为“假定，设想，想法”。

4.erroneous：该词是error的形容词形式，指“错误的，谬误的”。

5.nature：该词在文中并非指“自然”，而是指这种想法的“本质”或“实质”。

本句考点

“主－系－表”结构，定语从句，同位语从句，原因状语从句，并列结构

参考译文

艾伦的贡献在于：他研究了一个我们普遍具有的想法——因为我们不是机器人，所以我们能够控制自己的思想——并且揭示出其错误的本质。

However, Allen believed that the unconscious mind generates as much action as the conscious mind, and (47) while we may be able to sustain the illusion of control through the conscious mind alone, in reality we are continually faced with a question: “Why cannot I make myself do this or achieve that?”

句子解析

1.本句整体难度不大，划线句其实是一个并列结构的后半部分，考生在翻译时需把前半句未划线的部分也读完。在句中，while引导让步状语从句，可以译为“尽管……”。紧跟在question后的问句事实上是question的同位语从句。

2.sustain the illusion of control through the conscious mind alone：sustain表示“维持，保持”；the illusion of control表示“控制的幻觉”。翻译该动词短语时，考生需将control后面的状语部分前置，以符合汉语表达习惯。可以译为：“仅仅通过意识即可保持这种控制的幻觉”。

3.be faced with：表示“面对着，面临着”。该短语在2008年考研英语阅读理解真题中就曾出现过：“Men and women show different inclinations when faced with stress.”

4.make sb. do sth.：表示“使……做……”或“让……做……”。

本句考点

让步状语从句，后置定语，同位语从句

参考译文

尽管我们能够仅仅通过意识即可保持这种控制的幻觉，但事实是，我们却总是面临着这样一个问题：“为什么我们不能让自己做这件事或完成那件事呢？”

(48)This seems a justification for neglect of those in need, and a rationalization of exploitation, of the superiority of those at the top and the inferiority of those at the bottom.

句子解析

1.本句句首出现了代词this，因此考生需查看前一句话，找到this指代的内容。前一句内容为：“Part of the fame of Allen’s book is its contention that ‘Circumstances do not make a person, they reveal him.’”考生可以看出，本句中的this指代的是Allen的观点：环境不会造就人，而只能揭露出人的本性。在本句中，of exploitation和“of the superiority … and the inferiority …”是并列关系，都作后置定语来修饰rationalization；第二个后置定语中的superiority和inferiority同样构成并列关系。

2.justification：该词在以前的考研英语真题中没有出现过，但是其同源单词justice、justify、justified、justifying、justifiable在历年真题中都高频出现。所以，从这个角度上来说，该词并不算超纲词汇，可以译为“正当的理由、借口”。

3.in need：指“在贫困中，在危难中”。英文中有句谚语：“A friend in need is a friend indeed.”(患难见真情。)在本句中，those in need可译为“需要得到帮助的人”。

4.rationalization：该词是rationalize的名词形式，可译为“合理化”。

5.superiority和inferiority：这两个词分别是superior和inferior的名词形式，分别表示“优越感”和“自卑感”。

本句考点

指代用法，多重后置定语，并列结构

参考译文

这个观点似乎为忽视那些需要得到帮助的人的这一做法找到了借口，并且使剥削行为、上层人的优越感和底层人的自卑感合理化。

In fact, (49) circumstances seem to be designed to bring out the best in us and if we feel that we have been “wronged” then we are unlikely to begin a conscious effort to escape from our situation.

句子解析

1.本句中包含了两个被动语态结构“be designed to”和“we have been ‘wronged’”。

2.be designed to：意思是“目的是，旨在”。

3.bring out：原意为“拿出”，而在具体语境中其含义非常丰富，可以理解为“拿出，取出”“把……带到户外”“使出现，使暴露”“阐明”“出产，出版”“说出”等，因此考生可以等对全句的内容有一定了解后，再来选择其对应的汉语释义。

4.wrong：该词的词性非常多，可以作名词、形容词、副词；也可以作动词，表示“冤枉”或“不公正地对待”。本句中wrong就是作动词。该词是本句词汇翻译的一个难点，考生需“瞻前顾后”，理解其含义，再进行翻译。

5.be unlikely to do sth.：指“不太可能做某事”，该词组是“be likely to do sth.”的否定形式，在历年考研英语真题中高频出现。

6.conscious effort：意思是“有意识的努力，自觉的努力”。

本句考点

被动语态，条件状语从句，词义选择

参考译文

环境似乎旨在激发出我们内在的最大潜能，而如果我们感到自己受到了不公平的对待，那么我们就不太可能自觉地努力逃脱现状。

(50) The upside is the possibilities contained in knowing that everything is up to us; where before we were experts in the array of limitations, now we become authorities of what is possible.

句子解析

1.本句有一定难度，对于简单词汇真正含义的把握是翻译好本句的重点。在句中，“contained in knowing that … up to us”是过去分词作后置定语，修饰possibilities；knowing that后是一个宾语从句。分号后的where在句中作连词，用于把两个人、事物等进行对比，从而显示出两者的不同，在该句中，where连接的是“before … the array of limitations”和“now … is possible”两个短句。

2.upside：原意指“上部，上方”，其引申义为“the more positive aspect of a situation that is generally bad”(事物积极的一面)。

3.up to：该词组为考研英语高频词组，意思是“取决于，由……决定”。

4.array of limitations：在该词组中，array of指“大量的，一系列的”，limitations指“局限，限制”。

本句考点

分词作后置定语，宾语从句，并列结构

参考译文

积极的方面是：知道一切都取决于我们自己，那么万事就有无限可能。以前，我们能在诸多限制中应对自如；而现在，我们会成为决定一切可能性的主宰。

The Boss Tells Some Jokes

The boss returned from lunch in a good mood and called the whole staff in to listen to a couple of jokes he had picked up. Everybody, but one girl laughed uproariously.

“What’s the matter?” grumbled the boss. “Haven’t you got a sense of humor?”

考研英语真题解析篇3

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 ， 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 。 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)。

考研英语真题解析：小作文篇4

题目：

Suppose you are going to study abroad and share an apartment with John， a local student. Write him an email to

tell him about your living habits，

ask for advice about living there.

You should write about 100 words on the ANSWER SHEET.

Do not use your own name. Use “Li Ming” instead.

Do not write your address.

范文：

Dear John，

I am very glad that we will become roommates during my study in Sydney University. I am an English teacher working in Beijing and I will enroll in the major of TESOL this September. I am writing to introduce some of my living habits to you and I would like to ask you some advice about living there.

I have three main living habits. The first one is that I am used to get up early in the morning， about 7.00 a.m. Then I will go outdoors to do some jogging and to enjoy the fresh air. The next one is that I usually do some reading before I get to sleep. This I need to improve my English language skills constantly and I could learn some news about the things happening in the world. The last one is that I need to sleep before 11.00 p.m. every day.

Those are my three main living habits. If you have any living habits， please feel free to tell me. Besides， could you please give me some advice about living in Sydney， such as the local climate and the culture? Thank you very much.

I am looking forward to your reply.

Yours sincerely，