2023年北京考研英語考試真題卷

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1、2023年北京考研英語考試真題卷 本卷共分為1大題50小題，作答時間為180分鐘，總分100分，60分及格。 一、單項(xiàng)選擇題（共50題，每題2分。每題的備選項(xiàng)中，只有一個最符合題意） 1.According to the passage, "things formerly judged to be best left unsaid" (Line 2, Para. 1) probably refers to ______ A．criticisms that shape everyone's experience B．the opinions w

2、hich contradict the established beliefs C．the tendencies that help the newcomers to see office matters with a fresh eye D．the ideas which usually come up with new ways of management in the organization 2.Which of the following is not mentioned in relation to IQ______ A．mental rati

3、o B．mental age C．chronological age D．date of birth 3.Binet used a large number of children in his tests because he wanted to find out______ A．who was the bright B．who was the dull C．a(chǎn) norm D．what a bright child is 4.Which of the following is the closest in mean

4、ing to ' norm' ( Para. 1, line 3 ) ______ A．standard B．mark C．measure D．intelligence 5.The IQ is______ A．the mental age divided by the chronological age and multiplied by a hundred B．the mental age multiplied by the chronological age and divided by one hundred C．the chronologi

5、cal age divided by the mental age and multiplied by one hundred D．the average age divided by the mental age and multiplied by a hundred 6.Some landlords made agreements comparatively favourable to farmers in that they wanted to ______ A．pay more rent B．farm new land C．be feudaliz

6、ed D．work harder 7.It is difficult to describe the countryside during the period under consideration, partly because the inhabitants______ A．often did not fit the conformity of their society B．sometimes changed their system of life C．move around too much for us to study properly

7、 D．left no documents 8.By 1350, when compared with three hundred years earlier, Europeans had, according to the passage,______ A．made several geographical discoveries B．cut down more trees and expanded the fanning C．made their territory 'larger D．dug more canals to water the land

8、 9.The tenant of the large estates is to______ A．leave their land and settle in the town B．treat their tenants badly C．write down information about their lands D．work on the land by themselves 10.Expansion in Europe between 1350 and 1450______ A．was less than in

9、the three hundred years up to 1350 B．was considerable C．continued at roughly the same rate as before D．was more than that from 1000 to 1350 11.According to the text what is the best for both parents and children______ A．They should adjust themselves to sharing the family expenses

10、 B．Children should leave their parents when they are grown up C．Adult children should visit their parents from time to time D．Parents should support their adult children when they are in trouble 12.One of the disadvantages of young adults returning to stay with their parents is th

11、at______ A．the young adults tend to be overprotected by their parents B．most parents find it difficult to keep a bigger family going C．there will inevitably be inconveniences in everyday life D．public opinion is against young adults staying with their parents 13.By saying that "A

12、nd aging parents,.., find themselves stuck with responsibilities" ( Line 3 - 5, Para. 4), the author means that______ A．Parents have some financial and personal freedom B．Children have not any financial and personal freed6m C．Parents have to continue supporting their children D．Children have res

13、ponsibilities to support their parents 14.According to the text, there was once a 'trend in the U. S.______ A．for middle class young adults to stay with their parents B．for young adults to leave their parents and live independently C．for married young adults to move back home afte

14、r a lengthy absence D．for young adults to get jobs nearby in order to live with their parents 15.Which of the following is not the reason for young adults returning to the nest______ A．Young adults find housing costs too high B．Quite a number of young adults attend local schools

15、C．Young adults seek parental comfort and moral support D．Young adults are psychologically and intellectually immature 16.Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark you

16、r answers on ANSWER SHEET 1. Text 1 All too often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workm

17、anlike competence in the skills he is supposed to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to thei

18、r students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counte

19、rparts in other arts and science majors--and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of lit

20、erature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that

21、 teachers don’t read very much--on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature.

22、 Of those who were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can

23、 be role models and exhibit their own love of learning and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas

24、. The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.In Craig Howley's opinion, prospective teachers should（） A．learn mom about pedagogy. B．be active on the front line of education. C

25、．take more courses in liberal arts. D．learn from their counterparts majored in science. 17.Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. Text 1 All too

26、often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is suppose

27、d to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Mind

28、s: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and

29、fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the

30、 scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on aver

31、age, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, m

32、ost were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of

33、 learning and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school must represent the culture it wa

34、nts to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.It can be inferred from the last two paragraphs that（） A．the brightest students will choose to work as teachers. B．teachers will read academic books in their spare time. C．tea

35、chers play key roles in building intellectual culture. D．the social status of American teachers is quite high nowadays. 18.Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on

36、ANSWER SHEET 1. Text 1 All too often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike compet

37、ence in the skills he is supposed to impart. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. I

38、n his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in oth

39、er arts and science majors--and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in ac

40、ademic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don

41、’t read very much--on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who

42、 were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role mode

43、ls and exhibit their own love of learning and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school

44、must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.According to Hofstadter, American teachers（） A．serve as models to the intellectual life. B．a(chǎn)re not active in their intellectual life. C．only wo

45、rk as adequate workman. D．play an very important role in the society. 19.Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. Text 1 All too often.., in the hi

46、story of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart. Harsh

47、 words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectu

48、alism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and fewer upper-divisi

49、on courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley s

50、ays, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on average, just 3.2 book

51、s a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading b

52、ooks intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and acad

53、emics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school must represent the culture it wants to encourage.

54、If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.The author quoted the studies of teachers' reading to show that（） A．Howley conducted sophisticated researches. B．there are two patterns of teachers' reading. C．teachers should read more boo

55、ks. D．the reading patterns lead to the present situation of American teachers. 20.Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. Text 1 All too often..,

56、in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life, Hofstadter wrote. Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impa

57、rt. Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-I

58、ntellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and fewer upp

59、er-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar,

60、 Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on average, just

61、 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were

62、reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning

63、 and academics, the children won’t get it. Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines, says Deborah Meier, educator and author of The Power of Their Ideas. The school must represent the culture it wants to en

64、courage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too.The word "it" (Line 3, Paragraph 5) most probably refers to（） A．the state of being respected and well-paid. B．the wish to become the best and brightest students. C．a(chǎn) culture among the

65、adults that embrace new ideas. D．the passion for learning and academics. 21.Text 2 For almost ten years, Noel Heath and Glenroy Matthew, better known as Zambo and Bobo, have escaped attempts by the United States to extradite them from their homes on the pretty little island of St Kitts to face cha

66、rges of cocaine trafficking. Their creative legal team has twice taken the case to the Privy Council in London, still the final appeal court for most of Britain’s former Caribbean colonies. Both times, most recently last November, a panel of British law lords ruled that they should be extradited with the utmost expedition. Zambo and Bobo are well-connected in St Kitts. They have lived on bail for a decade, be fore being locked up last month. Their lawyers hit back with a habeas corpus writ