『壹』 英文閱讀題目2，求原文和答案。！！
1.B
2.C
3.A
4.B
5.A
6-8 ?
9.True
10.True
11.not given
12.True
13.False
Scratching the surface
Itching sensations often have psychosomatic, not physical causes, writes David Hambling
They are insidious skin parasites, infesting the occupants of factories and offices. They cause itching, prickling and crawling sensations in the skin that are almost untreatable. These creatures may only exist in the mind, but their effects are real and infectious.
The classic case occurred in a US laboratory in 1966. After new equipment was installed, workers started to suffer from itching and sensations of insects crawling over them. Complaints multiplied and the problem, attributed to "cable mites", started to affect families. A concerted effort was made to exterminate the mites using everything from DDT and mothballs to insecticide and rat poison.
Nothing worked. Thorough examination by scientific investigators could not locate any pests, or even signs of actual parasite attacks. However, they did find small particles of rockwool insulation in the air, which could cause skin irritation. A cleaning programme was introced and staff were assured the problem had been solved. The cable mite infestation disappeared.
Another 1960s case occurred in a textile factory, where workers complained of being bitten by insects brought into the factory in imported cloth. Dermatitis swept through the workforce, but it followed a curious pattern. Instead of affecting people in one particular part of the factory, the bugs seemed to be transmitted through social groups. No parasites could be found.
A third infestation spread through clerical staff working with sty records. They attributed their skin problems to "paper mites", but the cause was traced to irritation from paper splinters.
These are all cases of illusions of parasitosis, where something in the environment is misinterpreted as an insect or other pest. Everyone has heard of delirium tremens, when alcoholics or amphetamine users experience the feeling of insects crawling over their skin, but other factors can cause the same illusion. Static electricity, st, fibres and chemical solvents can all give rise to imaginary insects; the interesting thing is that they spread. The infectious nature of this illusion seems to be a type of reflex contagion. Yawn, and others start yawning; if everyone around you laughs, you laugh. Start scratching and colleagues will scratch, too.
Dr Paul Marsden is managing editor of the Journal of Memetics, the study of infectious ideas. He suggests that this type of group behaviour may have had an evolutionary purpose. In our distant past, one indivial scratching would have alerted others that there were biting insects or parasites present. This would prime them to scratch itches of their own. Anyone who has been bitten several times by mosquitoes before they realised it will recognise the evolutionary value of this kind of advance warning. It may also promote mutual grooming, which is important in the bonding of primate groups.
The problem comes when the reflex contagion is not related to a real threat. Normally, everyone would soon stop scratching, but people may unconsciously exaggerate symptoms to gain attention, or because it gets them a break from unappealing work. The lab workers were scanners, who spent the day laboriously examining the results of bubble-chamber tests; textile workers and clerical staff poring over records may also find their jobs tedious. Add the factor that skin conditions are notoriously susceptible to psychological influence, and it is easy to see how a group dynamic can keep the illusory parasites going.
Treatment of the condition is difficult, since few will accept that their symptoms are the result of what psychologists call a hysterical condition. In the past, the combination of removal of irritants and expert reassurance was enough. However, these days, there is a mistrust of conventional medicine and easier access to support groups.
Sufferers can reinforce each other's illusions over the internet, swapping tales of elusive mites that baffle science. This could give rise to an epidemic of mystery parasites, spreading from mind to mind like a kind of super virus. Only an awareness of the power of the illusion can stop it.
You can stop scratching now...
『貳』 2017年考研英語2，每篇閱讀理解的答案選項順序都不一樣嗎在線急等
不一定啊。5個題呢，總會一樣的啊。。。。不過按著出卷人的尿性還真可能不一樣。
『叄』 2014考研英語二閱讀text3真題及答案
完復____8
善____4，仔細
教____0
師____5
資____2，拔了制毛的鴿子
格____7
達____6
案____8，飛不了。
叩____4
每過一天，我就在日歷上打個圈。到星期天的時候，才發現日子被我過成了省略號。
『肆』 兩篇英語閱讀理解 求標准答案
你好，我不是英語老師，但自身剛過了英語四級，相信還是可以幫你解疑。
第一題選T，答案來自文中「Mrs Wilson likes to ask his husband to
go shopping with her on Sundays.」由此可見。
第二題選T，答案也在文中「"Look, Andy. Is it a fancy hair clip?"
Mrs Wilson asks his husband.」第三題選F，文中「Her
husband pays for the things that she buys.」說明是她丈夫付錢。
第四題選F，文中「Andy is tired
and thirsty, and he wants to have a drink.」表示丈夫又累又渴，想買水喝。不是他餓了。
第五題選F，文中「Look, Andy. Is the moon
so beautiful?」她只是贊嘆月亮好看，不是想把它買下。
第29替，選C，文中「Joan is an American girl.」說明是美國。
第30題選A，文中有「likes speaking Chinese with us after
class. 」一樣的。
第31題選A，因為「Her father teaches us English well.」可以知道。
第32題選D，文中「Sometimes she goes shopping」說的很明顯。
第33題選C，文中只有「They like the Chinese
food very much.」符合。文中沒有說她媽媽是醫生，她有一個哥哥說明她家有四個人，她哥哥在美國並不是全家在中國，所以ABD都錯了。
看在我打字這么辛苦的份上，樓主採納了吧！
『伍』 英語閱讀理解2
F F T T F
『陸』 考研英語二和英語一的閱讀理解題目一樣么
不一樣。
對比一：考研英語閱讀二的閱讀能力要求是相對比較低的。考研英語大綱裡面要求考英語一的考生做到能讀懂選自各類書籍和報刊的不同類型的文字材料，還應能讀懂與本人學習或工作有關的文獻、技術說明和產品介紹等。但是對於英語二的要求是考生應能讀懂不同題材和體裁的文字材料，題材包括經濟、管理、社會、文化、科普等，體裁包括說明文、議論文和記敘文等。從這里可以看出英語二的要求很低，也就是超綱的詞彙不會考同時也告訴了考生文章選材的題材等等內容。還有在英語大綱中我們不難看出，英語一對考生的八大閱讀能力要求。英語二中就變成了六個。少了「理解文中的概念性含義」和「區分論點和論據」這兩條，這兩條也正是要求最高的那兩個，可見英語二的考察是多低了。但是如果你是考英語一的內容，那麼你就要嚴格按照英語一的內容來做。
對比二：新題型對比。英語一和英語二中都有新的題型，新題型都是10分。英語一的新題型部分，不管是七選五、小標題還是排序題，難度都是公認的。英語二備選題型包括：多項對應，小標題對應，正誤判斷。這三個都是講什麼內容的呢？多項對應：根據所給文章的內容，從右側的7個選項中選出5個與左欄的5道題對應的5個選項。小標題對應：唯一一個與英語一有交集的備選，且是英語一新題型中最簡單的一種。正誤判斷：根據文章內容判斷正誤。所以從這幾個內容來看，英語二中的考察內容比英語一中的考察內容的難度是很小的。
英語一和英語二閱讀理解各題型分值，請參照下表：
閱讀理解A （傳統閱讀理解）
英語一：
主要考查考生理解主旨要義、具體信息、概念性含義，進行有關判斷、推理和引申，根據上下文推測生詞詞義等能力。要求考生根據所提供4篇（總長度約為1600詞）文章，從4個選項中選出最佳答案。
共20小題，每小題2分，共40分。
英語二：
本部分為多項選擇題。共四篇文章，總長度為1500詞左右。要求考生閱讀文章並回答每篇文章後面的問題。考生需在每小題所提供的選項（A、B、C、D）中選出唯一正確或是最合適的答案。
共20小題，每小題2分，共40分
閱讀理B （新題型）
三種備選題 每年僅選用一種
英語一：
題型1：在一篇總長度為500~600詞的文章，其中有5段空白，文章後有6~7段文字。要求考生根據文章內容從這6~7段文字中選擇能分別放進文章中5個空白處的5段。
英語二：
題型1（多項對應）：在一篇長度為450~550詞的文章，試題內容分為左右兩欄，左側一欄為5道題目，右側一欄為7個選項。要求考生在閱讀後根據文章內容和左側一欄中提供的信息從右側一欄中的7個選項中選出對應的5項相關信息。
英語一：
題型2：在一篇長度約500~600詞的文章中，各段落的原有順序已被打亂，要求考生根據文章的內容和結構將所列段落（7~8個）重新排序，其中有2~3個段落在文章中的位置已給出。
英語二：
題型2（小標題對應）：在一篇長度為450~550詞的文章前有7個概括句或小標題。這些文字或標題分別是對文章中某部分的概括或闡述。要求考生根據文章內容和篇章結構從這7個選項中選出最恰當5個概括句或小標題填入文章空白處。
英語一：
題型3：在一篇長度為500詞的文章前或後有6~7段文字或6~7個概括句或小標題。這些文字或標題分別是對文章中某一部分的概括、闡述或舉例。要求考生根據文章內容，從這6~7個選項中選出最恰當的5段文字或5個標題填入文章的空白處。
英語二：
題型3（正誤判斷）：在一篇長度為450~550詞的文章後有與文章內容有關的5項陳述。要求考生在閱讀後根據文章內容、判斷各項陳述的內容是「正確」（True）還是「錯誤」（False）。
英語一：共5小題，每小題2分，共10分。
英語二：共5小題，每小題2分，共10分。
閱讀理解 C (翻譯)
英語一：
要求考生閱讀一篇約400詞的文章，將其中5個劃線部分（約150詞）譯成漢語，要求譯文准確、完整、通順。
共5小題，每小題2分，共10分。
英語二：
要求考生閱讀、理解長度為150詞左右的一個或幾個英語段落，並將其全部譯成漢語。
共15分
『柒』 英語---II 閱讀理解 ---選擇題目
答案：FTFFT
————————————————————————————
分析如下：
F ——I've been in the taxicab business for thirty-fiveyears,
T ——I came to this country in 1913 where I held several jobs toearn a few dollars before enlisting in World War I. After being discharged, Ibought my own cab and have owned one ever since.
F ——I always try to be nice to everyone.——只是盡力對每個人友善，但是不是一定。
F ——I believe honesty is one of the greatest giftsthere is.……This is my code, and I try to live by.——只是盡力，不是一定
T ——Because taxi drivers are tough, people get the wrong impression that they are bad.
『捌』 哪裡2016考研英語二閱讀理解答案解析
2016考研英語二閱讀答案如下：
21、[B]remodel the way of thinking
根據題干Cortina定位在第二段。典型的欲揚先抑，首段說 classs不重要arent essential， 第二段引出中心Cortina認為較早的接觸電腦是有益的beneficial，緊接著具體說明好處在於，他們就學習了電腦知識就懂得如何去開發手機應用程序，創作藝術，或者驗證假設。答案關鍵句在於第三句的比較：It』s not as hard for them to transform their thought processes as it is for older students.對於他們來說與大孩子相比，改變思維並不難。綜上所述，[B]remodel the way of thinking是對原文「transform their thought」的同義改寫。對比處為命題點。
22、[D] interest
根據題干「in delivering lessons for high-schoolers」、「Flatiron 」，定位到第四段。其中deliver是gear的同義改寫。Lesson是curriculum的同義改寫。The high-schoolers get the same curriculum， but 「we try to gear lessons toward things they』re interested in」(高中生們上同樣的課程，但是「我們力圖以他們的興趣來調整課程」)，說明該校開設課程是主要考慮到「學生的興趣」，故選[B] interest。
23、[A] help students learn other computer languages
根據Deborah Seehorn 定位到文章第五段最後一句But the skills they learn —..... — apply to any coding language,。他們所學的技能......可以應用到任何編碼語言中去。選項[A]help首先體現了文章主體感情色彩beneficial，computer languages對應 coding language。
24、[C] become better prepared for the digitalized world
根據題干關鍵詞「the last paragraph」迴文定位在最後一段。最後一段第一句指出Flatiron的學生不會全都進入IT界。因此馬上可以排除A. compete with a future army of programmers和B. stay longer in the information technology instry(都在談IT行業)第三句進一步指出這些學生將會一生「被電腦包圍」(對應the digitalized world)，第四句繼續表明態度，越早學習電腦思維方式越好(且又一次進行比較the earlier the better)，[C] become better prepared for the digitalized world是對上述內容的概況總結。
25、[B] persuade
根據題干關鍵信息「coax」(Line 4， Para.6)，定位到最後一段第四行how to coax the machine into procing what they want本文通篇態度明確，對電腦級相關知識都是強烈的正面態度，只有A選項(「勸說，勸誘」)帶入後符合中心思想：其他選項;[B] frighten「嚇唬，使驚嚇」[C] misguide「誤導」，都是明顯負面感情色彩，故排除;[D] challenge「挑戰」，即「挑戰電腦去生產他們想要的」，與A比較後順利排除。