2020考研英语二真题和答案解析

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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

ame 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 deve

lopmental 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

ause 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.

ing to Jenny Radesky, digital products are designed to ______.

[A] simplify routine matters

[B] absorb user attention

[C] better interpersonal relations

[D] increase work efficiency

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【答案】

[B] absorb user attention

y’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

【答案】

[D] reduces mother-child communication

y’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

【答案】

[D] parents need to respond to children’s emotional needs

29. 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

【答案】

[C] ensure constant interaction with their children

30. According to Tronick,

kid’s use of screens may_______.

[A] give their parents some free time

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[B] make their parents more creative

[C] help them with their homework

[D] help them ome more attentive

【答案】

[A] give their parents some free time

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 fal

l, 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.

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31. 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

【答案】

[C] it feels strange to do differently from others

32. 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

【答案】

[D] relieve freshmen of pressures

33. The word “acclimation” (Line 8, Para. 3) is closest in meaning to

.

[A] adaptation

[B] application

[C] motivation

[D] competition

【答案】

[A] adaptation

34. 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

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[D] decide on the right major

【答案】

[D] decide on the right major

35. 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

【答案】

[A] In Favor of the Gap Year

Text 4

Though often viewed as a problem for western states, the growing frequency of

wildfires is a national concern ause of its impact on federal tax dollars, says Professor

Max Moritz, a specialist in fire ecology and management.

In 2015, 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, converions 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

enhouse gases is leading to conditions that worsen fires.

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