XX年的考研英语(一)真题.doc

2018年考研英语(一)真题（word版）2018年全国硕士研究生入学统一考试英语(一)　　Section I Use of English　　Directions:　　Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)　　Trust is a tricky business. On the one hand, its a necessary condition 1 many worthwhile things: child care, friendships, etc. On the other hand, putting your 2, in the wrong place often carries a high 3.　　4, why do we trust at all? Well, because it feels good. 5 people place their trust in an individual or an institution, their brains release oxytocin, a hormone that 6 pleasurable feelings and triggers the herding instruct that prompts humans to 7 with one another. Scientists have found that exposure 8 this hormone puts us in a trusting 9: In a Swiss study, researchers sprayed oxytocin into the noses of half the subjects; those subjects were ready to lend significantly higher amounts of money to strangers than were their 10 who inhaled something else.　　11 for us, we also have a sixth sense for dishonesty that may 12 us. A Canadian study found that children as young as 14 months can differentiate 13 a credible person and a dishonest one. Sixty toddlers were each 14 to an adult tester holding a plastic container. The tester would ask, “What’s in here?” before looking into the container, smiling, and exclaiming, “Wow!” Each subject was then invited to look 15. Half of them found a toy; the other half 16 the container was empty-and realized the tester had 17 them.　　Among the children who had not been tricked, the majority were 18 to cooperate with the tester in learning a new skill, demonstrating that they trusted his leadership. 19, only five of the 30 children paired with the “20”tester participated in a follow-up activity.　　1. [A] on [B] like [C] for [D] from　　2. [A] faith [B] concern [C] attention [D] interest　　3. [A] benefit [B] debt [C] hope [D] price　　4. [A] Therefore [B] Then [C] Instead [D] Again　　5. [A]Until [B] Unless [C] Although [D] When　　6. [A] selects [B] produces [C] applies [D] maintains　　7. [A] consult [B] compete [C] connect [D] compare　　8. [A] at [B] by [C]of [D]to　　9. [A] context [B] mood [C] period [D] circle　　10.[A] counterparts [B] substitutes [C] colleagues [D]supporters　　11.[A] Funny [B] Lucky [C] Odd [D] Ironic　　12.[A] monitor [B] protect [C] surprise [D] delight　　13.[A] between [B] within [C] toward [D] over　　14.[A] transferred [B] added [C] introduced [D] entrusted　　15.[A] out [B] back [C] around [D] inside　　16.[A] discovered [B] proved [C] insisted [D] .remembered　　17.[A] betrayed [B]wronged [C] fooled [D] mocked　　18.[A] forced [B] willing [C] hesitant [D] entitled　　19.[A] In contrast [B] As a result [C] On the whole [D] For instance　　20.[A] inflexible [B] incapable [C] unreliable [D] unsuitable　　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 the ANSWER SHEET. (40 points)　　Text 1　　Among the annoying challenges facing the middle class is one that will probably go unmentioned in the next presidential campaign: What happens when the robots come for their jobs?　　Dont dismiss that possibility entirely. About half of U.S. jobs are at high risk of being automated, according to a University of Oxford study, with the middle class disproportionately squeezed. Lower-income jobs like gardening or day care dont appeal to robots. But many middle-class occupations-trucking, financial advice, software engineering — have aroused their interest, or soon will. The rich own the robots, so they will be fine.　　This isnt to be alarmist. Optimists point out that technological upheaval has benefited workers in the past. The Industrial Revolution didnt go so well for Luddites whose jobs were displaced by mechanized looms, but it eventually raised living standards and created more jobs than it destroyed. Likewise, automation should eventually boost productivity, stimulate demand by driving down prices, and free workers from hard, boring work. But in the medium term, middle-class workers may need a lot of help adjusting.　　The first step, as Erik Brynjolfsson and Andrew McAfee argue in The Second Machine Age, should be rethinking education and job training. Curriculums —from grammar school to college- should evolve to focus less on memorizing facts and more on creativity and complex communication. Vocational schools should do a better job of fostering problem-solving skills and helping students work alongside robots. Online education can supplement the traditional kind. It could make extra training and instruction affordable. Professionals trying to acquire new skills will be able to do so without going into debt.　　The challenge of coping with automation underlines the need for the U.S. to revive its fading business dynamism: Starting new companies must be made easier. In previous eras of dra。