2012年考研英语二真题详细解析

Section II Resdiong Comprehension

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 this 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 student’s academic grade.

本段首句提出观点：家庭作业在近年来被诟病。第二句指出很多美国的学校在改变他们对家庭作业的看法。第三句转折指出洛杉矶联合分校出台政策，要求家庭作业占学生成绩比重不能超过百分之十。

从考点设置来说，本段首句为主题句，第三句Unfortunately暗示作者并不认同洛杉矶联合分校的做法，这两句都是适合设置细节题的正确选项的。

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。

本段首句+第二句（转折）指出此项政策本意是解决困难家庭的学生无法完成作业的窘境，但是政策本身存在问题。第三句+第四句指出问题所在：这会造成对家庭贫困的学生的学业要求降低的问题。

从考点设置来说，本段第四句的转折解释了作者在首段不认同此项政策的原因，属于重要考点结构。但是最终考官并没有选择这个转折结构设置考点，而是利用了本段首句，考察了联合分校设置此项政策的原因。

可以看出英语二阅读并非出现转折就一定设置考题，很可能转折只是做干扰项，具体的正确选项的位置还是要依靠题干定位点。

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 very 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? It 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.

本段首句+第二句（转折）进一步指出这项政策的问题：学生即使不做作业最终分数也不受影响。第三句+第四句分析了家庭作业的作用：最终成绩好的学生很可能是因为完成了作业。第五句转折继续解释这项政策的问题：会限制教师利用布置家庭作业的机会因材施教。

从考点设置来说，本段第二句和第五句都带有转折，是对于此项政策的漏洞的描述，都属于重要考点结构，可以设置细节题的正确选项。

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 almost nothing. Conversely, if homework does nothing to ensure that the homework students are not assigning more than they are willing to review and correct.

本段首句承接上段进一步指出此政策的漏洞：没有解决真正棘手的问题。第二句+第三句利用对比结构指出此项政策的鸡肋：家庭作业无用就应该废除，有用就应该保留，而不是让其占10%的成绩。最后一句继续提出其他尚未解决的漏洞：无法确定这10%的作业是否对学生有意义，老师是否有精力批改等。

从考点设置上说，本段第二句+第三句构成的对比结构是对首句“未解决的棘手问题”的解释，属于重要考点内容，可以设置细节题正确选项。

The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings. It is not too late for L.A. Unified to do homework right.

本段给出作者的解决方案：新规暂缓实施，重新开听证会，希望联合分校能重新考虑这个规定的实施。

从考点设置来说，本段明确给出作者对于新规的态度（否定），可以利用其设置作者观点题的正确选项。

21.It is implied in paragraph 1 that nowadays homework

[A] is receiving more criticism

[B]is no longer an educational ritual

[C]is not required for advanced courses

[D]is gaining more preferences

试题类型：推论题

解题思路：通过题干定位到文章首段，考察的是家庭作业的相关内容。题干中的nowadays对应首句中转折后半句中的In recent years，转折后大意是家庭作业在近年受到很多鄙视（scorned）。正确选项应该是偏负面的，明显A是正确的。A 中的more criticism可以对应原文的scorned。

干扰排除：选项B对应本段第二句，原文大意是类似洛杉矶地区的学校开始改变他们对这一教育惯例的看法（this educational ritual，暗指家庭作业），而选项B对原文进行了字面理解，曲解了原文的大意，可以排除。选项C对应首段第三句，原文大意是除了一些高级课程（advanced courses）以外不允许家庭作业比重超过10%，因此选项C与原文矛盾了，可以排除。选项D与选项A明显为反义选项，自然也就与原文大意矛盾，可以排除。

22.L.A.Unified has made the rule about homework mainly because poor students

[A]tend to have moderate expectations for their education

[B]have asked for a different educational standard

[C]may have problems finishing their homework

[D]have voiced their complaints about homework

解题思路：通过题干poor students定位到原文第二段首句中的students from the impoverished。题干考察的是洛杉矶联合校区制定有关家庭作业的规则是因为贫穷的学生？。第二段首句明确指出之所以制定此规则（rule）就是为了应对来自贫穷或者混乱家庭的学生无法完成作业的难题（address the difficulty in completing their homework），可以直接对应选项C。

干扰排除：选项A（have moderate expectations）和选项D（voiced their complaints）在定位段落都没有出现，属于无中生有的选项，可以直接排除。选项B（different educational standard）对应原文第二段的最后一句话中（standards need to be lowered for poor children），看似是正确选项，但是原文意思是如果校方这么做会带来“贫穷学生降低标准”的后果，不等同于选项贫穷孩子要求（asked for）降低标准，因此可以排除。

23.According to Paragraph 3,one problem with the policy is that it may

[A]discourage students from doing homework

[B]result in students indifference to their report cards

[C]undermine the authority of state tests

[D]restrict teachers' power in education

解题思路：通过题干定位到原文第三段，考察的是新政策可能带来的问题。第三段第二句转折指出因为家庭作业只占10%比重，所以学生可能会逃避一半的家庭作业（easily skip half their homework），而不会在自己的成绩报告单上看出差别（see very little difference on their report cards），言下之意就是学生不会积极的去完成自己的家庭作业，因此选项A是正确的。

干扰排除：选项B同样对应转折当句，但是原文并未提及学生对于自己的成绩单是漠不关心的（indifference），可以直接排除。选项C（the authority of state tests）在原文并未提及，可以直接排除。选项D对应第三段的最后一句话（同样存在转折，而且从常识上考虑D也能说得通，因此是一个干扰性很强的选项）。原文利用rather than否定此举能够让老师去发掘什么作业更适合学生（不能因材施教），但是并不等同于会限制教师的权利，选项D混淆了原文的内容，可以排除。

24. As mentioned in Paragraph 4, a key question unanswered about homework is whether______.

[A] it should be eliminated

[B]it counts much in schooling

[C]it places extra burdens on teacher

[D]it is important for grades

解题思路：通过题干定位到原文第四段。题干考察的是有关家庭作业的一个未解的问题。第四段首句就提出还有很多重要的问题没有解决（addresses none of the truly thorny questions）。从总分的关系上说，下面就应该进一步指出未解决问题是什么。第二句和第三句通过第三句开头的conversely构成对比关系，大意是如果不重要那就干脆别做（move to reduce or eliminate），如果重要，那就让其占更大的评分比重。因此可以看出，问题之一就是家庭作业对于教学究竟重要还是不重要。选项B是正确的。

干扰排除：选项A和D正好分别出自第二句和第三句，只说到了问题的一半，并不如Ｂ这么全面，可以直接排除。选项Ｃ（extra burdens on teachers）在定位段中并没有出现，属于无中生有的选项，可以排除。

25.A suitable title for this text could be______

[A]Wrong Interpretation of an Educational Policy

[B]A Welcomed Policy for Poor Students

[C]Thorny Questions about Homework

[D]A Faulty Approach to Homework

试题类型：主旨题

解题思路：主旨题往往和文章的首尾段关系最大。首段在背景明确的情况下很可能给出全文讨论的中心，通过本文第一段的阅读，明确讨论的中心就是洛杉矶联合校区关于家庭作业的一项新政策。而根据顺序原则，文章最后一段还没有被考察过，最后最后一句指出对于洛杉矶联合校区来说，正确处理家庭作业一事还为时不晚，言下之意是作者认为文章前半部分提到的“减少家庭作业的在成绩单中的比重”这件事是做的不对的。因此选项D是符合文章大意的。

干扰排除：选项A中的Wrong Interpretation意思是误解，原文讲的并不是误解了一个教育政策，而是教育政策本身是有问题的，因此A可以排除。选项B明确和作者的观点矛盾（本身作者就认为这个针对贫穷学生推出的政策有问题，welcomed一词就不符合主旨了），可以直接排除。选项C只是对应了第四段的内容，无法概括全文，也可以快速排除。

Text2

Pretty in pink: adult women do not remember being so obsessed with the colour, yet it is pervasive in our young girls’lives. It is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fuses girls’identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls’lives and interests。

本段首句指出现象：年轻女性迷恋粉色。第二句+第三句作者对其提出反驳：粉色会强化女孩身份和外表间的关联，让人觉得女孩就是天真的（实际是一种贬义的语义，作者认为女孩应该像彩虹一样有多重特征）。第四句作者直接支指出作者对这种现象的失望。

从考点设置来说，本段最后一句是对前两句内容的总结，明确了作者的态度，可以利用其设置作者观点题的正确选项。

Girls’attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What’s more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children’s marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defined them as female, at least for the first few critical years。

本段首句借用Jo Paoletti的观点，指出女孩对粉色的迷恋和基因无关。第二句+第三句指出过去的小孩衣着并没有明确的色彩区分，统一为白色。男女一般都穿中性色彩的衣服。第四句+第五句指出后来出现颜色区分后，男孩对应粉色而女孩对应蓝色。第六句顺接指出，知道80年代后，粉色才逐渐变成女孩的主导色。

从考点设置来说，本段首句为人物观点，属于重要考点结构。但是考官避开这个观点内容，在本段选择了“蓝色”作为出题点，主要考察了考生在长段落中利用题干定位的能力。

I had not realised how profoundly marketing trends dictated our perception of what is natural to kins, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children’s behaviour: wrong. Turns out, according to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing trick by clothing manufactures in the 1930s。

本段首句提出作者观点：市场营销对此有重要推动作用。第二句到第四句作者举例“学步期”这一概念其实是市场营销首段而非专家的研究结构来证明自己的观点。

从考点设置来说，本段首句+剩余内容为总分结构，首句观点为重点内容，对应本段的正确选项必然与“市场营销”这个点有关。