【正文】 2016考研公共課英語二完整版真題及答案解析下載　　Section 1 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 ANSWER SHEET 1. (10 points)　　Happy people work differently. They’re more productive, more creative, and willing to take greater risks. And new research suggests that happiness might influence__1__firm’s work, too.　　Companies located in places with happier people invest more, according to a recent research , firms in happy places spend more on Ramp。D (research and development). That’s because happiness is linked to the kind of longerterm thinking__3__for making investments for the future.　　The researchers wanted to know if the__4__and inclination for risktaking that e with happiness would__5__the way panies invested. So they pared . cities’ average happiness__6__by Gallup polling with the investment activity of publicly traded firms in those areas.　　__7__enough, firms’ investment and Ramp。D intensity were correlated with the happiness of the area in which they is it really happiness that’s linked to investment, or could something else about happier cities__9__why firms there spend more on Ramp。D? To find out, the researchers controlled for various__10__that might make firms more likely to invest – like size, industry, and sales – and for indicators that a place was__11__to live in, like growth in wages or population. The link between happiness and investment generally__12__even after accounting for these things.　　The correlation between happiness and investment was particularly strong for younger firms, which the authors__13__to “l(fā)ess codified decision making process” and the possible presence of “younger and less__14__managers who are more likely to be influenced by sentiment.” The relationship was__15__stronger in places where happiness was spread seem to invest more in places where most people are relatively happy, rather than in places with happiness inequality.　　__17__ this doesn’t prove that happiness causes firms to invest more or to take a longerterm view, the authors believe it at least__18__at that possibility. It’s not hard to imagine that local culture and sentiment would help__19__how executives think about the future. “It surely seems plausible that happy people would be more forwardthinking and creative and__20__Ramp。D more than the average,” said one researcher.　　1. [A] why [B] where [C] how [D] when　　2. [A] In return [B] In particular [C] In contrast [D] In conclusion　　3. [A] sufficient [B] famous [C] perfect [D] necessary　　4. [A] individualism [B] modernism [C] optimism [D] realism　　5. [A] echo [B] miss [C] spoil [D] change　　6. [A] imagined [B] measured [C] invented [D] assumed　　7. [A] Sure [B] Odd [C] Unfortunate [D] Often　　8. [A] advertised [B] divided [C] overtaxed [D] headquartered　　9. [A] explain [B] overstate [C] summarize [D] emphasize　　10. [A] stages [B] factors [C] levels [D] methods　　11. [A] desirable [B] sociable [C] reputable [D] reliable　　12. [A] resumed [B] held [C]emerged [D] broke　　13. [A] attribute [B] assign [C] transfer [D]pare　　14. [A] serious [B] civilized [C] ambitious [D]experienced　　15. [A] thus [B] instead [C] also [D] never　　16. [A] rapidly [B] regularly [C] directly [D] equally　　17. [A] After [B] Until [C] While [D] Since　　18. [A] arrives [B] jumps [C] hints [D] strikes19. [A] shape [B] rediscover [C] simplify [D] share 20. [A] pray for [B] lean towards [C] give away [D] send outSection Ⅱ Reading Comprehension　　Part A　　Directions：Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)　　Text 1　　It’s true that highschool coding classes aren’t essential for learning puter science in college. Students without experience can catch up after a few introductory courses, said Tom Cortina, the assistant dean at Carnegie Mellon’s School of Computer Science.　　However, Cortina said, early exposure is beneficial. When younger kids learn puter science, they learn that it’s not just a confusing, endless string of letters and numbers — but a tool to build apps, or create artwork, or test hypotheses. It’s not as hard for them to transform their thought processes as it is for older students. Breaking down problems into bitesized chunks and using code to solve them bees normal. Giving more children this training could increase the number of people interested in the field and help fill the jobs gap, Cortina said.　　Students also benefit from learning something about coding before they get to college, where introductory puterscience classes are packed to the brim, which can drive the lessexperienced ordetermined students away.　　The Flatiron School, where people pay to learn programming, started as one of the many coding bootcamps that’s bee popular for adults looking for a career change. The highschoolers get the same curriculum, but “we try to gear lessons toward things they’re interested in,” said Victoria Friedman, an instructor. For instance, one of the apps the students are developing suggests movies based on your mood.　　The students in the Flatiron class probably won’t drop out of high school and build the next Facebook. Programming languages have a quick turnover, so the “Ruby on Rails” language they learned may not even be relevant by the time they enter the job market. But the skills they learn — how to think logically through a problem and　　organize the results — apply to any coding language, said Deborah Seehorn, an education consultant for the state of North Carolina.　　Indeed, the Flatiron students might not go into IT at all. But creating a future army of coders is not the sole purpose of the classes. These kids are going to be surrounded by puters — in their pockets, in their offices, in their homes — for the rest of their lives. The younger they learn how puters think, how to coax the machine into producing what they want — the earlier they learn that they have the power to do that —