2016年考研英语二真题

2016年全国硕士研究生入学考试英语二真题2016年考研英语已经结束，现在勤思考研教研室的老师做了一个完整版的考研英语二的解析，供2016年和2017年考研的学生参考，勤思考研恭祝各位考生考出一个喜人的成绩！SectionIUseofEnglishDirections：Readthefollowingtext。Choosethebestword（s）foreachnumberedblankandmarkA，B，CorDontheANSWERSHEET。（10points）Happypeopleworkdifferently。They’remoreproductive，morecreative，andwillingtotakegreaterrisks。Andnewresearchsuggeststhathappinessmightinfluence1firmswork，too。Companieslocatedinplacewithhappierpeopleinvestmore，accordingtoarecentresearchpaper。2，firmsinhappyplacesspendmoreonR&D（researchanddevelopment）。That’sbecausehappinessislinkedtothekindoflonger-termthinking3formakinginvestmentforthefuture。Theresearcherswantedtoknowifthe4andinclinationforrisk-takingthatcomewithhappinesswould5thewaycompaniesinvested。SotheycomparedU.S。cities’averagehappiness6byGalluppollingwiththeinvestmentactivityofpubliclytradedfirmsinthoseareas。7enough，firms’investmentandR&Dintensitywerecorrelatedwiththehappinessoftheareainwhichtheywere8。Butitisreallyhappinessthat’slinkedtoinvestment，orcouldsomethingelseabouthappiercities9whyfirmstherespendmoreonR&D？Tofindout，theresearchescontrolledforvarious10thatmightmakefirmsmorelikelytoinvestlikesize，industry，andsales-and-andforindicatorsthataplacewas11tolivein，likegrowthinwagesorpopulation。Theylinkbetweenhappinessandinvestmentgenerally12evenafteraccountingforthesethings。Thecorrelationbetweenhappinessandinvestmentwasparticularlystrongforyoungerfirms，whichtheauthors13to“lessconfineddecisionmakingprocess”andthepossiblepresenceofyoungerandless14managerswhoaremorelikelytobeinfluencedbysentiment。’’Therelationshipwas15strongerinplaceswherehappinesswasspreadmore16。Firmsseemtoinvestmoreinplaces。17thisdoesn’tprovethathappinesscausesfirmstoinvestmoreortotakealonger-termview，theauthorsbelieveitatleast18atthatpossibility。It’snothardtoimaginethatlocalcultureandsentimentwouldhelp19howexecutivesthinkaboutthefuture。Itsurelyseemsplausiblethathappypeoplewouldbemoreforward–thinkingandcreativeand20R&Dmorethantheaverage，”saidoneresearcher。1。[A]why[B]where[C]how[D]when2。[A]Inreturn[B]Inparticular[C]Incontrast[D]Inconclusion3。[A]sufficient[B]famous[C]perfect[D]necessary4。[A]individualism[B]modernism[C]optimism[D]realism5。[A]echo[B]miss[C]spoil[D]change6。[A]imagined[B]measured[C]invented[D]assumed7。[A]sure[B]odd[C]unfortunate[D]often8。[A]advertised[B]divided[C]overtaxed[D]headquartered9。[A]explain[B]overstate[C]summarize[D]emphasize10。[A]stages[B]factors[C]levels[D]methods11。[A]desirable[B]sociable[C]reputable[D]reliable12。[A]resumed[B]held[C]emerged[D]broke13。[A]attribute[B]assign[C]transfer[D]compare14。[A]serious[B]civilized[C]ambitious[D]experienced15。[A]thus[B]instead[C]also[D]never16。[A]rapidly[B]regularly[C]directly[D]equally17。[A]After[B]Until[C]While[D]Since18。[A]arrives[B]jumps[C]hints[D]strikes19。[A]shape[B]rediscover[C]simplify[D]share20。[A]prayfor[B]leantowards[C]giveaway[D]sendactSectionIIReadingComprehensionPartADirections：Readthefollowingfourtexts。AnswerthequestionsbeloweachtextbychoosingA，B，CorD。MarkyouranswersontheANSWERSHEET。（40points）Text1It’struethathigh-schoolcodingclassesaren’tessentialforlearningcomputerscienceincollege。Studentswithoutexperiencecancatchupafterafewintroductorycourses，saidTomCortina，theassistantdeanatCarnegieMellon’sSchoolofComputerScience。However，Cortinasaid，earlyexposureisbeneficial。Whenyoungerkidslearncomputerscience，theylearnthatit’snotjustaconfusing，endlessstringoflettersandnumbers–butatooltobuildapps，orcreateartwork，ortesthypotheses。It’snotashardforthemtotransformtheirthoughtprocessesasitisforolderstudents。Breakingdownproblemsintobite-sizedchunksandusingcodetosolvethembecomesnormal。Givingmorechildrenthistrainingcouldincreasethenumberofpeopleinterestedinthefieldandhelpfillthejobsgap，Cortinasaid。Studentsalsobenefitfromlearningsomethingaboutcodingbeforetheygettocollege，whereintroductorycomputer-scienceclassesarepackedtothebrim，whichcandrivetheless-experiencedor-determinedstudentsaway。TheFlatironSchool，wherepeoplepaytolearnprogramming，startedasoneofthemanycodingbootcampsthat’sbecomepopularforadultslookingforacareerchange。Thehigh-schoolersgetthesamecurriculum，but“wetrytogearlessonstowardthingsthey’reinterestedin，”saidVictoriaFriedman，aninstructor。Forinstance，oneoftheappsthestudentsaredevelopingsuggestsmoviesbasedonyourmood。ThestudentsintheFlatironclassprobablywon’tdropoutofhighschoolandbuildthenextFacebook。Programminglanguageshaveaquickturnover，sothe“RubyonRails”languagetheylearnedmaynotevenberelevantbythetimetheyenterthejobmarket。Buttheskillstheylearn–howtothinklogicallythroughaproblemandorganizetheresults–applytoanycodinglanguage，saidDeborahSeehorn，aneducationconsultantforthestateofNorthCarolina。Indeed，theFlatironstudentsmightnotgointoITatall。Butcreatingafuturearmyofcodersisnotthesolepurposeoftheclasses。Thesekidsaregoingtobesurroundedbycomputers-intheirpockets，intheiroffices，intheirhomes–fortherestoftheirlives，Theyoungertheylearnhowcomputersthink，howtocoaxthemachineintoproducingwhattheywant–theearliertheylearnthattheyhavethepowertodothat–thebetter。21.Cort