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2019全国研究生考试英语二真题及参考答案解析SectionIUseofEnglishDirections:Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDontheANSWERSHEET.(10points)Weighingyourselfregularlyisawonderfulwaytostayawareofanysignificantweightfluctuations.1,whendonetoooften,thishabitcansometimeshurtmorethanit2.Asforme,weighingmyselfeverydaycausedmetoshiftmyfocusfrombeinggenerallyhealthyandphysicallyactivetofocusing3onthescale.Thatwasbadtomyoverallfitnessgoals.Ihadgainedweightintheformofmusclemass,butthinkingonlyof4thenumberonthescale,Ialteredmytrainingprogram.ThatconflictedwithhowIneededtotrainto5mygoals.Ialsofoundweighingmyselfdailydidnotprovideanaccurate6ofthehardworkandprogressIwasmakinginthegym.Ittakesaboutthreeweekstoamonthtonoticesignificantchangesinweight7alteringyourtrainingprogram.Themost8changeswillbeobservedinskilllevel,strengthandincheslost.Forthese9,Istoppedweighingmyselfeverydayandswitchedtoabimonthlyweighingschedule10.Sinceweightlossisnotmygoal,itislessimportantformeto11myweighteachweek.Weighingeveryotherweekallowsmetoobserveand12anysignificantweightchanges.ThattellsmewhetherIneedto13mytrainingprogram.Ialsousemybimonthlyweigh-in14togetinformationaboutmynutritionaswell.Ifmytrainingintensityremainsthesame,butI’mconstantly15anddroppingweight,thisisa16thatIneedtoincreasemydailycaloricintake.The17tostopweighingmyselfeverydayhasdonewondersformyoverallhealth,fitnessandwell-being.IamexperiencingincreasedzealforworkingoutsinceInolongercarrytheburdenofa18morningweigh-in.I’vealsoexperiencedgreatersuccessinachievingmyspecificfitnessgoals,19I’mtrainingaccordingtothosegoals,insteadofnumbersonascale.Ratherthan20overthescale,turnyourfocustohowyoulook,feel,howyourclothesfitandyouroverallenergylevel.1.A.ThereforeB.OtherwiseC.HoweverD.Besides2.A.CaresB.warnsC.reducesD.helps3.A.SolelyB.occasionallyC.formallyD.initially4.A.LoweringB.explainingC.acceptingD.recording5.A.SetB.reviewC.reachD.modify6.A.DepictionB.distributionC.predictionD.definition7.A.RegardlessofB.asidefromC.alongwithD.dueto8.A.RigidB.preciseC.immediateD.orderly9.A.judgmentsB.reasonsC.methodsD.claims10.A.ThoughB.againC.indeedD.instead11.A.TrackB.overlookC.concealD.report12.A.ApprovalofB.holdontoC.accountforD.dependon13.A.ShareB.adjustC.confirmD.prepare14.FeaturesB.rulesC.testsD.results15.A.AnxiousB.hungryC.sickD.bored16.A.SecretB.beliefC.signD.principle17.A.NecessityB.decisionC.wishD.request18.A.SurprisingB.restrictingC.consumingD.disappointing19.A.BecauseB.unlessC.untilD.if20.A.DominatingB.puzzlingC.triumphingD.obsessingSectionIIReadingComprehensionPartADirections:Readthefollowingfourtexts.AnswerthequestionsaftereachtextbychoosingA,B,CorD.MarkyouranswersontheANSWERSHEET.(40points)Text1Afewyearsago,researchersinGermanysetouttoplumbthemoralconsciencesofsmallchildren.Theyinvitedaseriesof2-and3-year-oldstoplaywithamarbletrackinalab.Closetothetrack—inauspiciouslyclose—wasablocktowerthatoneoftheadultexperimentersclaimedtohavepainstakinglyconstructed.Justbeforeturningherback,sheaskedthemnottodamageit.Needlesstosay,thegamewasrigged.Afterafewruns,amarblewouldknockoverpartofthetower,atwhichpointtheexperimenterrespondedwithwhattheresultingjournalarticledescribedasa“mildlysad”tone.“Ohno,”shewouldsay,thenaskwhathadhappened.Insomeversionsoftheexperiment,thechildseemedtobetoblame;inothers,anadultwhowashelpingwiththeexperimenttoppledthetower.Thekids’reactionsrevealedalotabouthowsocial-emotionaldevelopmentprogressesduringthesekeyyears.Whilemanyofthe2-year-oldsseemedsympathetictotheresearcher’splight,the3-year-oldswentbeyondsympathy.Whentheybelievedthatthey’dcausedtheaccident,theyweremorelikelythanthe2-year-oldstoexpressregretandtrytofixthetower.Inotherwords,the3-year-olds’behaviorvarieddependingonwhethertheyfeltresponsible.Theiractions,accordingtoAmrishaVaish,theUniversityofVirginiapsychologyresearcherwholedthestudy,demonstrate“thebeginningsofrealguiltandrealconscience.”Vaishisoneofanumberofscholarsstudyinghow,when,andwhyguiltemergesinchildren.Unlikeso-calledbasicemotionssuchassadness,fear,andanger,guiltemergesalittlelater,inconjunctionwithachild’sgrowinggraspofsocialandmoralnorms.Childrenaren’tbornknowinghowtosay“I’msorry”;rather,theylearnovertimethatsuchstatementsappeaseparentsandfriends—andtheirownconsciences.Thisiswhyresearchersgenerallyregardso-calledmoralguilt,intherightamount,tobeagoodthing:Achildwhoclaimsresponsibilityforknockingoveratowerandtriestorebuilditisengaginginbehaviorthat’snotonlyreparativebutalsoprosocial.Inthepopularimagination,ofcourse,guiltstillgetsabadrap.ItevokesFreud’sideasandreligioushang-ups.Moreimportant,guiltisdeeplyuncomfortable—it’stheemotionalequivalentofwearingajacketweightedwithstones.Whowouldinflictituponachild?Yetthisunderstandingisoutdated.“Therehasbeenakindofrevivalorarethinkingaboutwhatguiltisandwhatroleguiltcanserve,”Vaishsays,addingthatthisrevivalispartofalargerrecognitionthatemotionsaren’tbinary—feelingsthatmaybeadvantageousinonecontextmaybeharmfulinanother.Jealousyandanger,forexample,mayhaveevolvedtoalertustoimportantinequalities.Toomu