2027考研英语二 模拟题

2027年考研英语（二）冲刺模拟卷·刷题版  （满分100分　考试时间180分钟）  考生须知：本卷依据英语（二）大纲题型命制，含完形填空、阅读理解A、阅读理解B、英译汉、应用文、图表作文六部分。本卷为纯题目版，答案与解析见配套解析版。   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)  Flexible working arrangements have moved from a rare perk to a mainstream expectation over the past decade. Yet opinions 1 sharply on whether such arrangements actually benefit both employees and employers.  Supporters argue that home-based work 2 commuting time, reduces burnout, and allows people to arrange their day 3 to personal rhythms. Parents, in particular, often 4 the chance to balance family duties with professional 5. Studies also suggest that concentrated periods of quiet can 6 productivity on tasks that demand deep thinking.  Critics, 7, warn of blurred boundaries between work and life. Without the 8 of an office, some employees struggle to 9 their working hours, answering messages late into the evening. Others feel 10 from colleagues, which weakens informal collaboration and slows 11 of new projects. Managers, meanwhile, may 12 it harder to monitor progress or to offer timely feedback.  The 13, however, is rarely about home versus office as an either-or choice. Most organisations now 14 that a hybrid model works best. Employees come in for meetings and team-building, 15 spend other days working remotely. The key is not the location itself, 16 the clarity with which expectations are set.  When rules are 17 agreed, flexible arrangements tend to work well. Workers who are trusted tend to be more 18, and teams remain connected through regular contact. When expectations are vague, 19, even the best-designed policy can 20.  1. A. differ　　B. agree　　C. improve　　D. decline 2. A. wastes　　B. saves　　C. doubles　　D. hides 3. A. according　　B. due　　C. opposite　　D. subject 4. A. miss　　B. refuse　　C. value　　D. delay 5. A. leisure　　B. duties　　C. hobbies　　D. finances 6. A. lower　　B. measure　　C. boost　　D. limit 7. A. therefore　　B. however　　C. besides　　D. instead 8. A. pressure　　B. comfort　　C. routine　　D. silence 9. A. extend　　B. count　　C. justify　　D. separate 10. A. isolated　　B. protected　　C. freed　　D. excused 11. A. cancellation　　B. launch　　C. storage　　D. denial 12. A. find　　B. make　　C. expect　　D. avoid 13. A. debate　　B. victory　　C. mystery　　D. secret 14. A. deny　　B. regret　　C. acknowledge　　D. doubt 15. A. while　　B. until　　C. unless　　D. because 16. A. or　　B. but　　C. so　　D. nor 17. A. poorly　　B. mutually　　C. rarely　　D. secretly 18. A. distracted　　B. productive　　C. resistant　　D. dependent 19. A. meanwhile　　B. therefore　　C. though　　D. moreover 20. A. succeed　　B. persist　　C. collapse　　D. repeat   Section 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 the ANSWER SHEET. (40 points)  Text 1  For decades, high streets in Britain and North America have been reshaped by large chain stores. Independent bookshops, butchers and bakeries have closed at a steady rate, often displaced by supermarkets and online retailers. Surveys in several cities show that town centres today contain fewer local owners than at any point in living memory.  Chains hold obvious advantages. A national buyer can secure goods at prices no small shop can match, and a familiar brand gives hesitant shoppers a guarantee of quality. Opening hours, packaging and pricing are standardised across dozens of branches, which lowers the cost of comparison. When money is tight, customers naturally lean on these certainties rather than risk an unknown local supplier.  Yet the decline of independent shops leaves costs that are not counted on any balance sheet. A high street made up of identical chains offers little reason to walk its streets. Local shops, by contrast, reflect the particular character of a place: a butcher who knows his regular customers, a bookseller who recommends from memory, a baker whose recipe has run in the family for generations. These details are what make one town feel different from another.  There are also economic reasons to care. Local money tends to stay local: an independent shopkeeper spends earnings on nearby suppliers, repairs and wages, keeping more circulation within the community. Chains, by contrast, send profits and purchasing decisions back to distant headquarters.  None of this means chains should be driven out. Competition keeps prices honest and choice broad. The worry is not the presence of chains, but their dominance. When every outlet on a street sells the same range at the same standardised margin, a town centre becomes a copy of itself.  21. According to Paragraph 1, town centres have witnessed that independent shops have ______. A. moved to online platforms B. been steadily closing down C. raised their prices sharply D. merged into national chains  22. Chains attract hesitant shoppers mainly because they offer ______. A. lower comparison costs and reliable quality B. wider choice of local products C. personalised service from the owner D. flexible opening negotiated by customers  23. The author mentions a butcher and a bookseller in Paragraph 3 to illustrate ______. A. the techniques of small-shop advertising B. the relationship between suppliers and head offices C. the local character that independent shops preserve D. the difficulties faced by family businesses  24. The phrase "Local money tends to stay local" (Para. 4) suggests that independent shops ______. A. charge lower tax than chain stores B. reinvest more of their earnings in the community C. rely on government subsidies D. import goods from nearby towns  25. Which of the following would the author most likely agree with? A. Chains should be banned from high streets. B. Independent shops deserve every protection possible. C. Healthy town centres need competition without chain dominance. D. Customers should stop shopping online altogether.   Text 2  Schools have begun to revise their rules since generative writing tools became widely available. A model that once rewarded a finished essay now asks how that essay was produced. Teachers report that students can submit polished drafts in minutes, but struggle to defend the arguments inside them.  The temptation to rely on such tools is understandable. Deadlines arrive fast, grades matter, and a tool that drafts an opening paragraph seems to solve an immediate problem. But writing is less about the finished paragraph than about the thinking it records. Sorting out an argument, choosing evidence and admitting where one's view is weak are habits that cannot be outsourced, because they are the very point of the exercise.  Some educators therefore move away from final essays altogether. They ask students to submit early drafts, notes and revisions, and to talk through their reasoning in short conferences. The assessment follows the process rather than only the product. Others keep the written assignment, but redesign it around material that the tool cannot readily supply: observations from local fieldwork, interviews, or a student's own record of changing opinions.  This does not mean the tools must be excluded. Used openly, they can act as a second reader, suggesting gaps in logic or alternate wording. What teachers increasingly refuse is the invisible hand that does the thinking while the student supplies only a name. The line between aid and substitution is not drawn by software; it is drawn by what the student can explain afterwards.  26. What problem do teachers report now? A. Students cannot afford writing software. B. Submitted drafts lack arguments the students can defend. C. Essays are submitted after the deadline. D. Tools cannot polish grammar accurately.  27. The author regards writing primarily as ______. A. a skill whose value lies in the thinking process B. a product judged only by its final appearance C. a competition to finish drafts fastest D. an activity to be fully automated  28. Why do some schools redesign assignments around local material? A. To reduce students' workload. B. To make the task harder for model tools to complete. C. To replace written essays with group projects. D. To prepare students for fieldwork careers.  29. According to the author, tools may be acceptable when they ______. A. replace the student's own reasoning B. are used without revealing their use C. act openly as a reader and suggestion source D. produce the entire final draft  30. The "line between aid and substitution" is determined by ______. A. which software the student uses B. whether the student can explain the work C. the length of the submitted essay D. the teacher's grading rubric alone   Text 3  A study of twelve European cities found that residents living within a ten-minute walk of a park or woodland reported fewer symptoms of anxiety and sleep disturbance than those who did not. The effect held even after income, housing type and employment were accounted for, suggesting green space is not simply a privilege of wealthier neighbourhoods.  Researchers caution that the link is not magic. A small paved patch with a single bench will not produce the same result as a tree-lined path where people can linger. What matters is whether the space invites use: shade, seating, water, and enough quiet to rest without feeling watched. A green corner that is fenced off or kept merely decorative offers little to the people beside it.  The mechanism behind the benefit is still debated. Attention restoration theory argues that natural scenes allow a tired mind to recover its focus, because soft natural interest does not demand hard directed attention. Other studies stress social effects: parks bring neighbours into contact, and informal contact lowers the isolation that itself feeds poor mental health.  Practical planners now treat green space as infrastructure rather than ornament. New housing developments are required to reserve land for shared gardens, and existing concrete courts are being re-planted with trees and seating. The cost is modest compared with the burden that untreated stress places on health services.  None of this amounts to a claim that parks cure illness. They are one layer among many. Yet a city that denies its residents ordinary greenness makes a quiet withdrawal: it removes a cheap, daily resource that most people need simply to feel steady.  31. The study found the mental-health benefit of nearby green space ______. A. limited to wealthier residents B. partly independent of income and housing factors C. strongest in the twelve poorest cities D. mainly caused by better housing  32. According to Paragraph 2, a green space works when it ______. A. is fenced off from passers-by B. offers seating, shade and a place to linger C. keeps a purely decorative appearance D. occupies the largest possible area  33. Attention restoration theory suggests nature helps because it ______. A. requires intense directed attention B. restores focus without exhausting the mind C. replaces social contact with solitude D. cures insomnia directly  34. Planners now regard green space as ______. A. an aesthetic decoration for city centres B. a public resource with measurable practical value C. a luxury only new housing can afford D. a substitute for health-care spending  35. The author's overall attitude toward urban green space is ______. A. reserved and doubtful B. cautious but supportive C. strongly critical of spending D. indifferent to its social effects   Text 4  Roughly a third of adults over sixty-five have never used a smartphone for online services, according to a recent survey. Many have capable phones given by their families, but the menus and payment steps remain unfamiliar. As more services move online, the gap between those who can manage and those who cannot widens steadily.  The elderly are often pictured as reluctant users, but much of the difficulty is practical. A payment flow that a younger adult learns in minutes contains steps an older person must memorise: an app update, a verification code, a password that expires, a receipt that must be saved. One wrong tap sends the user out of the flow, and there is often no human nearby to show the way again.  Community programmes have begun to address this. Volunteer tutors walk retirees through booking clinics, reading notices and contacting family, one screen at a time. Sessions are kept small, and notes are printed in large type that can be taken home. Reports from these projects show that confidence grows faster than skill: once one transaction succeeds, the user is willing to try the next.  Companies, too, have a part to play. Simplified modes, larger type, persistent help buttons and clearly stated costs remove errors that depend on slow reading. Design that assumes an experienced user excludes a large share of the population that will need the service most.  The silver economy will only grow. Older people who feel capable online remain connected to family, shops and public services; those who do not gradually withdraw from ordinary life. Digital inclusion, on this view, is not a charity project for a small minority. It is a basic condition for taking part in an ageing society.  36. The survey suggests many elderly own phones but ______. A. refuse to use any technology B. cannot manage online services with ease C. prefer older landline phones D. replace their phones too frequently  37. Why does the author call the difficulty "practical"? A. Old users dislike learning new things by nature. B. Online flows contain many easily mistaken steps with little help nearby. C. Elderly people cannot afford smartphone plans. D. Families refuse to teach their relatives.  38. The community projects find that what grows first among retirees is ______. A. technical skill beyond tutoring B. willingness to try after one success C. memory for passwords D. ability to update apps alone  39. "Design that assumes an experienced user" excludes those who ______. A. read slowly and need clear guidance B. prefer large-type printed books C. work in software companies D. already use digital services daily  40. The author concludes digital inclusion is ______. A. a charitable side project B. a condition for social participation in later life C. mainly the responsibility of families D. unnecessary as services move online   Part B Directions: Read the following text and match each numbered paragraph (41-45) to the most suitable heading from the list A-G. There are two extra headings you do not need to use. Mark your answers on the ANSWER SHEET. (10 points)  A. Protect your fixed study hours B. Review questions as soon as possible C. Keep a record of your mistakes D. Choose a quiet working space E. Limit distractions from digital devices F. Set realistic weekly targets G. Share progress with a study partner  41. Before opening a textbook, decide when the work will actually happen. Some applicants study best before dawn, others late at night. Once the hours are chosen, guard them like an appointment: no guests, no chores, no errands moved into that slot. A schedule that exists only in intention rarely survives a busy week.  42. Phones and messaging accounts are the most common intruders. A single notification breaks the train of thought, and returning to it costs more time than the message itself. Put the device in another room while studying, or use a locked focus mode for the block you have set aside.  43. After finishing a paper, do not leave the errors to fade. Note down the question type that misled you, the wording you misread, and the option that looked plausible but was wrong. Return to these notes weekly; the same traps reappear in different passages.  44. A neat desk is not a luxury habit. Where you sit shapes how long you can keep attention: a kitchen table beside a television, or a shared room with people coming and going, will pull your mind outward. Pick a corner that signals work to yourself, and keep only what the current task needs on it.  45. Many applicants overestimate one week and collapse by the next. Break the larger goal into pieces the week can reasonably hold: a set of passages, one essay draft, a list of vocabulary. Adjust the target when results lag, rather than promising more than a tired mind can deliver.   Section III　Translation Directions: Translate the following text into Chinese. Write your translation on the ANSWER SHEET. (15 points)  Reading is often described as a private pleasure, but its effects are far from private. A person who reads regularly tends to form habits of attention that carry over into every other area of life. The printed page slows the mind down, forcing it to follow an argument step by step, to compare one idea with another, and to hold several thoughts at once. In an age of short videos and instant messages, this kind of sustained concentration has become a rare advantage.  Many people read only what is required for work, and call this realism. Yet restricting one's reading to practical manuals rarely broadens the mind. History, biography, essays and fiction introduce us to lives and viewpoints we could never meet in person. Over years, such reading accumulates into a quiet form of knowledge: not facts to be tested, but a deeper sense of how the world works and how people think.  Lifelong readers do not necessarily read faster or remember more than others. What sets them apart is patience. They are willing to sit with a difficult paragraph, to reread a sentence until its meaning opens up. That patience, trained on books, later shows itself in decisions at work and in dealings with others. Reading, in this sense, is not a hobby competing for spare time; it is a way of practising the mind.   Section IV　Writing  Part A Directions: You are Li Ming. Your department will hold an English speech contest to mark its tenth anniversary. Write an email to Professor Smith, inviting him to serve as a judge. You should introduce the event briefly and express your expectation. Write about 100 words on the ANSWER SHEET. Do not use your own name. (10 points)  Part B Directions: Write an essay based on the following bar chart. In your essay, you should 1) describe the chart briefly; 2) give your reasons; 3) give your comment. Write about 150 words on the ANSWER SHEET. (15 points)  The bar chart above shows the changes in reading habits among residents of a city in 2023 and 2025. The figures are as follows: - Paper books: 68% in 2023, 45% in 2025 - E-books: 52% in 2023, 71% in 2025 - Audiobooks: 20% in 2023, 38% in 2025