2009年在职硕士联考英语真题解析(文字精华版)
2009年考研英语二真题试卷(后附答案详解)
2009年考研英语二真题试卷(后附答案详解) Section I Use of EnglishRead 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)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the startingline because it depends on learning — a gradual 7 —instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead ofcasting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better still Section II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and evenentirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an ex ecutive change consultant for Professional Thinking Partners. “But we are taught instead to‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is tokill off all possibilities but one. A good innovationalthin ker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 coveredthat humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts downhalf of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system —that anyone can do anything,” expla ins M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing whatyou’re good at and doing even more of it creates excellence.” This is where de veloping new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for afamily’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, w hich a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump togetherinformation from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely tobe__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, andremains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building i ndustry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workf orce to substantially improve productivityfor the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers,let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you sh all be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that NewEnglanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in NewEngland__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitableone from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of allcultures, gave new direction to anthropology.43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society andculture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies. [D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories ofkinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is itseffect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of associationitself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young uponthe same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)Section I Use of English答案解析：1. B.本题考查动词，后面的宾语是“the fruit-fly experiments described…”， suppose表示“假设”， observe表示“观察”，image表示“想象”，Consider“考虑”，代入文中表示“考虑已经被描述出来的实验”，符合语境。
2009年全国硕士研究生考试英语完型填空试题及分析
2009年全国硕士研究生考试英语完型填空试题及分析在2009年全国硕士研究生考试中，英语科目是一个重要的部分。
其中，完型填空是一个常见的题型，需要考生根据上下文语境和词语意义，选择最合适的单词或短语来填入空白处，使整篇文章表达通顺、连贯。
下面是2009年全国硕士研究生考试英语完型填空试题及分析。
题目：阅读下面短文，掌握其大意，然后从1～21各题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
(1)One day, while I was in line at the supermarket, I saw a young girlwho looked about five years old. She was in a wheelchair, her body 1 and weak. Her mother was doing her best to put her groceries onto the 2 while the little girl just watched.(2)Suddenly, the little girl spoke up, "Mommy, can I 3 ride in one of those cars?" She was pointing at those 4 shopping carts shaped like small cars. I saw the mother look at the price of 5 shopping cart, and then I saw her shake her head. After a moment, she bent down and asked her daughterif she could go _her.(6)The little girl replied, "Mommy, I know they don't have any seats and there is no steering wheel (方向盘)." Her 7 was not loud enough for me to see her mother respond, but I saw a weak smile. The mother then 8 her daughter to one of the carts (with a seat for little children), where the girl 9 the grocery basket her mother was pushing.(10)As they moved through the store, customers and employees 11 as they saw the young girl sitting in the cart. They all smiled and said the same thing, "How did you get to ride? I've been 12 for a long time." The little girl 13 . As 14 passed her by, she would say, "Pick me up." One-by-one, they did just that.(15)I don't think I have ever seen such a 16 little girl, and I've also never heard so many conversations in a store. Everyone who 17 that girl's voice could not help but be touched. When the time came for me to pay, I walked 18 the little girl once more. I bent down next to her and gave her some coins so she could play with the small cars as her mother 19 the groceries into the car.(20)Although my coins were quite small, I was fulfilled. They 21 to be more in the eyes of that little girl.1. A. strong B. slim C. tired D. awkward2. A. floor B. cart C. desk D. shelf3. A. happily B. safely C. personally D. freely4. A. interesting B. ordinary C. special D. popular5. A. one B. a C. each D. none6. A. with B. to C. from D. after7. A. voice B. request C. courage D. difficulty8. A. led B. encouraged C. abandoned D. escorted9. A. noticed B. measured C. rented D. returned10. A. Meanwhile B. Occasionally C. Naturally D. Regularly11. A. hesitated B. cheered C. wondered D. recognized12. A. waiting B. questioning C. complaining D. helping13. A. mumbled B. screamed C. whispered D. replied14. A. friends B. strangers C. employees D. customers15. A. delightful B. brave C. polite D. talented16. A. lively B. ordinary C. weak D. naughty17. A. overheard B. misunderstood C. ignored D. appreciated18. A. past B. over C. beside D. under19. A. loaded B. delivered C. carried D. selected20. A. Often B. Somehow C. Never D. Seldom21. A. appeared B. proved C. turned D. seemed答案与分析：1. C. tired分析：根据第一段的描述，女孩体力虚弱，应选C. tired。
英语2009年全国考研真题卷(附答案)
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections: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)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer‟s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly2 to live shorter lives. This suggests that3 bulbs burn longer, that there is an4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning - a gradual 7 - instead of instinct. Plenty of other species are able to learn, and one of the things they‟ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That‟s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we‟ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I‟ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don‟t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they‟re t here to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and a n executive change consultant for Professional Thinking Partners. “But we are taught instead to …decide,‟ just as our president calls himself …the Decider.‟ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we‟re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system - that anyone can do anything,”e xplains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova‟sbusiness partner. “That‟s a lie that we have perpetuated, and it fosters commonness. Knowing what you‟re good at and doing even more of it creates excellence.” This is wher e developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova‟s comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom - or at least confirm that he‟s the kid‟s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore - and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family‟s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming the y are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father‟s line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also ha ve six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the referencecollections to which a sample is compared. Databases used by some companies d on‟t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK‟s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one‟s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It‟s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago,with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry‟s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don‟t force it. After all, that‟s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn‟t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity‟s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn‟t constrain the ability of the developing world‟s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn‟t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial Amer ica was “So much important attached to intellectual pursuits ” According to many books and articles, New England‟s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans‟ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining th e Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane‟s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin </encyclopedia_761574327/Charles_Darwin.html> in the 1860s, British social philosopher Herbert Spencer </encyclopedia_761558093/Herbert_Spencer.html> put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection.41.____________.American social scientist Lewis Henry Morgan </encyclopedia_761557893/Lewis_Henry_Morgan.html> introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show howall aspects of culture changed together in the evolution of societies.42._____________. In the early 1900s in North America, German-born American anthropologist Franz Boas </encyclopedia_761563217/Franz_Boas.html> developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology.43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim </encyclopedia_761562299/Emile_Durkheim.html> developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture-known as functionalism-became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics </encyclopedia_761555557/Linguistics.html>, the study of languages, and in physical anthropology, the study of human biology and anatomy. [C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people‟s social structure, such as initiation ceremon ies that formally signify children‟s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all ofthese cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46 It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009考研英语试题答案1-5 BADBC6-10 ADCBD11-15 DBCDA16-20 CBAAC21-25 ABCAA26-30 ACDAB31-35 DBBAC36-40 BBDAC41-45 CEABG46．It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience ,but this effect is not a part of its original motive 尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。
2009年在职英语真题答案解析
2009年在职英语试题答案解析第一部分口语交际A节完成对话1. 选C考点：交际场合中对选择的恰当反应解析：Woman提供了两个选择请Man挑选，Man应就此作出恰当的反应。
Woman常用于对对方提出的一个建议作出答复，选项B和D常用于别人单独就某事征求意见时作出答复，这三个选项用在这样一个交际场合显然都不适合。
结合Man的后一句话，我们可以知道选项C是对Woman的问题的恰当答复，即听音乐会或看电影都无所谓。
2. 选D考点：打电话常用口语表达用语的掌握解析：说话人A打电话找约翰，被说话人B告知拨错号码了。
正常情况下，说话人A 应该表示歉意。
四个选项中D“哦，对不起，打扰了”就是恰当的反应，因而是正确答案。
其他选项中的表达都不适合用在这一场合。
3. 选A考点：具体交际场景下的恰当回答解析：Woman对Man的询问眼镜之事的应答可以通过Man的回答来判断。
如果疑问句是否定形式的话，回答的时候Yes表示“不”，No表示“是”。
因此，假如Woman的应答是选项B的话，Man应该以No而不是Yes开头来作出反应，即No，I can’t.（是啊，我找不着）。
如果是用“Yes，I can.”的话，意思变成了“不，我能找到。
”这是中英文表达方面的差异。
选项C表示是表示对对方关系的常用语，尤其用在看到对方身体不适时。
选项D是商店服务员跟顾客打招呼时的常用语。
4. 选B考点：谈论天气时的恰当反应解析：天气时人们见面时喜欢谈的一个话题。
第一人引出话题后，在一般的交际场合，尤其是双方关系不是特别亲近的情况下，听话人只是泛泛地附和，而不是刻意发表自己的看法或纠正对方的说法。
选项C和D反映的就是说话人在表达不同的看法，显然不是英语中在这种场合中的恰当表达。
选项A未能表明说话人是在对说话人A的话作出反应，明显不如选项B用Yeah开头的应答。
5. 选D考点：对他人提供帮助的恰当反应解析：Speaker A主动提供帮助，问Speaker B是否需要搭车回家。
2009年考研英语真题答案及解析
2009年全国硕士研究生招生考试英语（一）答案详解Section I Use of English一、文章总体分析本文是一个有关动物智力话题的文章。
文章第一段第一句就点名了文章中心，接着引用自然杂志上描述的实验论证这一观点。
从第二、三段作者从几个方面分析了产生这种情况的原因，最后一段从动物上升到对人的思考。
二、试题具体解析1.[A]Suppose假设猜想[B]Consider考虑[C]Observe观察[D]Imagine设想【答案】B【考点】固定搭配【解析】本题考查的是“consider+名词性词组”的用法，表示“以……为例”，显然与后面的试验搭配表示以该试验为例引出下文。
选项A、D同义，故排除。
选项C代入文中与上下文不合，故答案为B。
【补充】consider在这里等同于take…(as an example)。
2.[A]tended(to)倾向于……[B]feared害怕[C]happened(to)碰巧……[D]threatened(to)威胁要去做……【答案】A【考点】动词搭配【解析】从空格后面的to可首先排除B，因为fear不与to连用。
再结合文章题材看，文章是科技类，而科技类文章中通常为了表示说话客观性并避免绝对化，往往在主谓之间加一个tend to表示语气的弱化，故本题答案为A，其他两个代入文章语义不通。
3.[A]thinner较细的[B]stabler较稳定的[C]lighter更明亮的[D]dimmer较暗的【答案】D【考点】逻辑关系【解析】空前内容谈到聪明的果蝇寿命相对普通果蝇要短，这里拿灯泡做比喻，相对应的自然是光线的暗淡，即光线暗淡的灯泡使用时间更长。
下一句也有提示：no being too bright，故答案为D。
4.[A]tendency趋向[B]advantage优势[C]inclination倾向[D]priority优先【答案】B【考点】词汇辨析【解析】前文谈到暗淡的灯泡寿命更长，接着说“不太明亮也是”，对比四个选项，只有优势语义连贯，故答案为B。
2009年考研英语一真题答案解析
2009年全国硕士研究生入学统一考试英语试题答案：Section Ⅰ1-5 B A D B C 11-15 D B C D A6-10 A D C B D 16-20 C B A A CSection ⅡPart A21-25 C D A D A 31-35 D B B C C26-30 A C D A B 36-40 B B D A CPart B41-45 C E A B GPart C46.译文：虽然我们可以说衡量任何一个社会机构价值的标准是其丰富和完善人生方面所起的作用，但这种作用并不是我们最初动机的组成部分。
47. 译文：人们只是逐渐地才注意到机构的这一副产品，而人们把这种作用视为机构运作的指导性因素的过程则更为缓慢48. 译文：虽然在与年轻人的接触中我们很容易忽视自己的行为对他们的性情所产生的影响，然而在与成年人打交道时这种情况就不那么容易发生。
49．译文：由于我们对年轻人所做的首要工作在于使他们能够在生活中彼此相融，因此我们不仅要考虑自己是否在形成让他们获得这种能力的力量。
50. 译文：这就使我们得以在一只讨论的广义的教育过程中进一步区分出一种更为正式的教育形式，即直接教授或学校教育。
Section ⅢPart ADear editor，I have been reading your newspaper for many years and now I am writing this letter toinform you of the pressing situation we are facing now.Accustomed to using plastic bags in daily life, some people still take the “white polluti granted, which will greatly worsen our environment. As we know, limiting the use of disposableplastic bags is of utmost significance. Therefore, to save the situation from further aggravating, Iwould like to give the following suggestions:First and foremost, groups and individuals who are polluting our environment by using theplastic disposable plastic bags should be severely punished. In addition, the local media canmake full use of their own influence to publicize the negative effect of plastic bags and enhancepeople’s awareness of environmental protection. Last but not least, new technologies should bedeveloped to find possible alternatives with degradable and renewable materials.I hope that my suggestions are helpful and your prompt attention to my suggestions would behighly appreciated.Sincerely yours，Li MingPart BAs we can see in the picture, many people, old or young, men or women, are in front of acomputer and using the internet in the space just like a huge web of a spider. The caption in thedrawing reads: “the internet: near or far ”.It is obvious that the huge spider web is the symbol of the Internet and the symbolic meaningof the picture is the effect of the internet on people’s way of life.There is no doubt that theInternet provides us with considerable convenience. Internet is revolutionizing our way of living,making many things possible which are beyond our dreams. As a communication tool, the internetmakes us closer than ever before by providing immediate communication via e-mail, QQ, MSN orICQ, no matter how far away our friends are. So in this sense, the internet is making us nearer toeach other.However, there are negative effects of the internet on people’s life. As is shown in the picture people are imprisoned in their own respective small cabins, indulging in their own world. Theychoose contacting online rather than communicating face to face. Due to the addiction to thefictional experience, people seem to have forgotten the traditional and most efficientcommunication method, and thus indifference has become a not uncommon phenomenon in themodern world. We often hear parents complain that they have less and less time chatting withtheir children either because their children spend too much time playing games or chatting onlinewith friends or strangers. Also there are couples who seldom talk with each other. Therefore,internet seems to make near people far away.Hence, how to use modern communicating tools such as internet properly has becomes a hotissue in recent years. While we are enjoying the convenience provided by the internet, we shouldalso bear in mind that human beings are social beings who need real interpersonal interactions.Joint efforts are needed to ensure enough time for people especially families to have face-to-facecommunication with each other. Only in this way can we expect a healthy development of therelationship among individuals.答案详解第一部分英语知识运用这是一篇关于动物智能方面的文章，节选自2008年5月7日刊登在《纽约时报》的The Cost of Smarts（“聪明的代价”）。
2009年全国硕士研究生入学统一考试英语试题附答案详解
2009年全国硕士研究生入学统一考试英语试题附答案详解∙第1 部分：真题训练∙第2 部分：参考答案Section I Use of EnglishRead the following text. Choose the best word(s) foreach numbered blank and mark A, B, C or D onANSWER SHEET 1. (10 points)Research on animal intelligence always makes mewonder just how smart h umans are.1 the fruit-flyexperiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies whowere taught to be smarter than the average frui t fly 2 to live shorter lives. This suggests that 3bulbs burn longer, that there i s an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns m ore fuel and is slow6 the starting line because it depends on learning — a gra dual 7— instead of instinct. Plenty ofother species are able to learn, and one of the things they've apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That's the question behind this new research. Ilike it. Instead of casting a wistful glance 10 at all the spec ies we've left in the dust I.Q.-wise,it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind ofevery animal I've ever met.Research on animal intelligence also makes me wonder what experiments a nimals would 13 onhumans if they had the chance. Every cat with an owner,14 , is running a small-scale study inoperant conditioning. we believe that 15animals ran the labs, they would test us to 16 thelimits of our patience, our faithfulness, our memory for terrain. They would try to decidewhat intellig ence in humans is really 17 , not merely how much of it there is.18 , they wouldhope to study a 19 question: Are humans actually aware of the world they live in? 20 theresults are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosi ng A, B, C or D.Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains o n auto-pilot andrelaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules theunreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21stcentury, even the word ―habit‖ c arries a negative connotation.So it seems antithetical to talk about habits in the same context as creativ ity and innovation. But brain researchers have discovered that when we con sciously develop newhabits, we create parallel synaptic paths, and even ent irely new brain cells, that can jump ourtrains of thought onto new, innovativ e tracks.But don't bother trying to kill off old habits; once those ruts of procedure ar e worn into thehippocampus, they're there to stay. Instead, the new habits we deliberately ingrain intoourselves create parallel pathways that can byp ass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says D awna Markova,author of ―The Open Mind‖ and an executive change consulta nt for Professional ThinkingPartners.―But we are taught instead to ‗decide,' just as our president calls himself ‗the Decider.'‖ She adds, however, that ―to decide is to kill off all possibilities but o ne. A good innovationalthinker is always exploring the many other possibilitie s.‖All of us work through problems in ways of which we're unaware, she says. Researchers in thelate 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, rela tionally (or collaboratively) and innovatively. Atpuberty, however, the brain s huts down half of that capacity, preserving only those modes ofthought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proc edure, meaningthat few of us inherently use our innovative and collabora tive modes of thought.―Thisbreaks the major rule in the American belief system — that anyone can d o anything,‖ explainsM. J. Ryan, author of the 2006 book ―This Year I Will...‖and Ms. Markova's business partner.―That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're goodat and doing even more of it creates excellence.‖ This is wh ere developing new habits comesin.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his p aternal (fatherly)wisdom – or at least confirm that he's the kid's dad. All he n eeds to do is shell our $30 forpaternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become av ailable withoutprescriptions last years, according to Doug Fog, chief operatin g officer of Identigene, whichmakes the over-the-counter kits. More than two dozen companies sell DNA tests Directly tothe public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted chil dren can use tofind their biological relatives and latest rage a many passion ate genealogists-and supportsbusinesses that offer to search for a family's ge ographic roots .Most tests require collecting cells by webbing saliva in the mouth and sendin g it to thecompany for testing. All tests require a potential candidate with w hom to compare DNA.But some observers are skeptical,―There is a kind of false precision being hawked by peopleclaiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a fewcenturies back. Yet most ancestry testing only considers a single li neage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passeddown only from mothers. This DNA can re veal genetic information about only one or twoancestors, even though, for e xample, just three generations back people also have six othergreat-grandpar ents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the ref erence collectionsto which a sample is compared. Databases used by some c ompanies don't rely on datacollected systematically but rather lump together information from different research projects.This means that a DNA database may differ depending on the company that processes theresults. In addition, the computer programs a company uses to estimate relationships may bepa tented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK's ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one's birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __ ________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It's problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor coun tries is widely misunderstood by economists and politicians alike progress in both area is undoubtedlynecessary for the social, political and intellectual d evelopment of these and all other societies;however, the conventional view that education should be one of the very highest priorities forpromoting rapid economic development in poor countries is wrong. We are fortunate that is it ,because new educational systems there and putting enough people through t hem to improveeconomic performance would require two or three generatio ns. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher produ ctivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not l ong ago, with thecountry entering a recessing and Japan at its pre-bubble pe ak. The U.S. workforce was derided as poorly educated and one of primary c ause of the poor U.S. economic performance. Japan was, and remains, the g lobal leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyotaachieved about 95 percent of the productivity of their Japanese countere pants a result of thetraining t hat U.S. workers received on the job.More recently, while examing housing construction, the researchers discover ed that illiterate,non-English- speaking Mexican workers in Houston, Texas, consistently met best-practicelabor productivity standards despite the co mplexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the developm ent of education even whengovernments don't force it. After all, that's how ed ucation got started. When our ancestorswere hunters and gatherers 10,000 y ears ago, they didn't have time to wonder much aboutanything besides findin g food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in tur n afford moreeducation. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems r equired by advanced economic performance. Thus poor countries might not be able to escape their poverty traps withoutpolitical changes that may be possible only with broader formal education. A lack of formaleducation, howev er, doesn't constrain the ability of the developing world's workforce tosubsta ntially improve productivity for the forested future. On the contrary, constr aints onimproving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor c ountries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that ____ ______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education e merged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and politicalleaders of seventeenth-century New England. According to the st andard history of Americanphilosophy, nowhere else in colonial America was ―So much important attached to intellectual pursuits ‖ According to many boo ks and articles, New England's leaders established the basicthemes and preo ccupations of an unfolding, dominant Puritan tradition in American intellect ual life.To take this approach to the New Englanders normally mean to start with th e Puritans'theological innovations and their distinctive ideas about the churc h-important subjects that wemay not neglect. But in keeping with our exami nation of southern intellectual life, we mayconsider the original Puritans ascarriers of European culture adjusting to New worldcircumstances. The New E ngland colonies were the scenes of important episodes in the pursuitof widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educatio n and influence inEngland.`Besides the ninety or so learned ministers who came to Massachusetts churc h in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman,lawyer, and official of the Crown before he journeyed to Boston. There men wrote andpublished extensively, reaching both New Worl d and Old World audiences, and giving NewEngland an atmosphere of intelle ctual earnestness.We should not forget , however, that most New Englanders were less well edu cated. While fewcrafts men or farmers, let alone dependents and servants, lef t literary compositions to beanalyzed, The in thinking often had a traditiona l superstitions quality. A tailor named JohnDane, who emigrated in the late 1630s, left an account of his reasons for leaving England thatis filled with sign s. sexual confusion, economic frustrations , and religious hope-all nametoget her in a decisive moment when he opened the Bible, told his father the first l ine he sawwould settle his fate, and read the magical words:―come out from among them, touch nounclean thing , and I will be your God and you shall be my people.‖ One wonders what Danethought of the careful s ermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane's, as one clergymanlearned in confronting folk along the coast who mocked that th ey had not come to the Newworld for religion .―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England________ ___.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________ .[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Qu estions (41-45),choose the most suitable one from the list A-G to fit into eac h of the numbered blank. Thereare two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWERSHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed b y British naturalistCharles Darwin in the 1860s, British social philosopher Her bert Spencer put forward his owntheory of biological and cultural evolution. Spencer argued that all worldly phenomena,including human societies, chang ed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of c ultural evolution inthe late 1800s. Morgan, along with Tylor, was one of the f ounders of modern anthropology. Inhis work, he attempted to show how all a spects of culture changed together in the evolution ofsocieties.42.________ _____.In the early 1900s in North America, German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism. Historical particularism,which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique historyand not as one of many cultures belonging to a broader evolu tionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in Americananthropology, largely through the influence of many students of Boas. But a number ofanthropologists in the early 1900s also rejected the pa rticularist theory of culture in favor ofdiffusionism. Some attributed virtually e very important cultural achievement to the inventionsof a few, especially gif ted peoples that, according to diffusionists, then spread to othercultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture thatwould greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the r elationship between the function of society andculture—known as functionali sm—became a major theme in European, and especially British,anthropology .[A] Other anthropologists believed that cultural innovations, such as invention s, had a singleorigin and passed from society to society. This theory was kno wn as diffusionism.[B] In order to study particular cultures as completely as possible, Boas bec ame skilled in linguistics, the study of languages, and in physical anthropolog y, the study of human biologyand anatomy.[C] He argued that human evolution was characterized by a struggle he calle d the ―survival ofthe fittest,‖ in which weaker races and societies must even tually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peopl e's social structure, such as initiation ceremonies that formally signify childre n's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of fam ilies, forms ofmarriage, categories of kinship, ownership of property, form s of government, technology,and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts that w ork together tokeep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry i ncorrectlysuggested, on the basis of inadequate information, that farming, p ottery making, andmetallurgy all originated in ancient Egypt and diffused thr oughout the world. In fact, all of thesecultural developments occurred separat ely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments i nto Chinese. Yourtranslation should be written carefully on ANSWER SHEET 2.(10 points)There is a marked difference between the education which every one gets fro m living withothers, and the deliberate educating of the young. In the forme r case the education is incidental; it is natural and important, but it is not the express reason of the association.46Itmay be said that the measure of the worth of any social institution is its effect in enlargingand improving experi ence; but this effect is not a part of its original motive. Religiousassociation s began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites an d secure familyperpetuity; systematic labor, for the most part, because of e nslavement to others, etc.47Onlygradually was the by-product of the institution noted, and only more gradually still was thiseffect considered as a directive factor in the conduct o f the institution. Even today, in ourindustrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of t he forms of human association under which the world's work is carriedon rec eives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediat e human fact,gains in importance.48 While it is easy to ignore in our contact with them the effect of our actsupon their disposition, it is not so easy as in dealing with adults. The need of training is tooevident; the pressure to acc omplish a change in their attitude and habits is too urgent toleave these con sequences wholly out of account.49Since our chief business with them is toenable them to share in a common life we cannot help considering whether or no we are formingthe powers whic h will secure this ability.If humanity has made some headway in realizing t hatthe ultimate value of every institution is its distinctively human effect we may well believe thatthis lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been sofar considering, a more formal kind of education -- that of direct tuition or schooling. Inundeveloped social groups, we find very little fo rmal teaching and training. These groups mainlyrely for instilling needed disp ositions into the young upon the same sort of association whichkeeps the ad ults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some r egions.―White pollution‖is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of t he letter. Use "LiMing" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points1-5 BADBC6-10 ADCBD11-15 DBCDA16-20 CBAAC21-25 ABCAA26-30 ACDAB31-35 DBBAC36-40 BBDAC41-45 CEABG46．It may be said that the measure of the worth of any social institution i s its effect inenlarging and improving experience ,but this effect is not a part of its original motive尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。
2009考研试题答案及解析
2009年全国硕士研究生入学统一考试英语试题答案与解析Section I Use of English一、文章结构本文是一篇有关动物智力话题的文章。
文章源自2008年5月的The New York Times （《纽约时报》），作者是Verlyn Klingkenberg ，原文标题为“The Cost of Smarts ” （《聪明的代价》）。
全文结构思路如下所示：二、试题解析Ⅰ○1Research on animal intelligence always makes us wonder just how smart humans are. ○2 1 the fruit-fly experiments described by Carl Zimmer in the Science Times. ○3Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. ○4This suggests that 3 bulbs burn longer, that there is a(n) 4 in not being too bright. 对动物的智力研究总使我们想知道人类是如何得聪明。
就以《科学时代》里Carl Zimmer 的论文所描述的果蝇实验为例吧。
经过训练比一般果蝇更聪明的那些果蝇趋向于有更短的寿命。
这表明光线暗淡的灯泡使用时间更长一些，暗淡也是一种优势。
1. [A] Suppose 假设、猜想 [B] Consider 考虑 [C] Observe 观察 [D] Imagine 设想【正确答案】[B] 【试题考点】语义衔接/词汇辨析【解题思路】文章开篇指出：Research on animal intelligence always makes us wonder just how smart humans are （对动物智力的研究总是让我们对人类到底有多聪明感到好奇”，接着举了果蝇的例子。
在职攻读硕士学位全国联考英语2009年十月真题 含答案.
绝密★启用前2009年在职攻读硕士学位全国联考英语试卷一Part Ⅰ Dialogue Communication (15 minutes, 15 pointsPart Vocabulary and Structure Ⅱ (20 minutes, 10 pointsPart Reading Comprehension Ⅲ (40 minutes, 40 pointsPart Cloze Test Ⅳ(15 minutes, 10 points考生须知1. 本考试分试卷一和试卷二两部分。
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英语试卷一A 第 1 页共 13 页Part I Dialogue Communication (15 minutes, 15 pointsSection A Dialogue CompletionDirections: In this section, you will read 5 short incomplete dialogues between two speakers, each followed by four choices marked A, B, C, and D. Choose the answer that best suits the situation to complete the dialogue. Mark your answer on the ANSWER SHEET with a single line through the center.1.Woman: Concert or movie, what would you prefer?Man: ________. I just want to get out of the house.A.That’s a good ideaB.That’s OK with meC.I really don’t careD.There is no problem2.Speaker A: Could I speak to John, please?Speaker B: John? There’s no one by that name here. I’m afraid you’ve got the wrong number.Speaker A: ________.A.OK, let me check againB.Well, I’ll try againC.All right, thank youD.Oh, sorry to have bothered you3.Man: Have you seen my glasses anywhere?Woman: No. ________Man: Yes. And I can’t see a thing without them.A.Did you lose them?B.Can’t you find them?C.Anything wrong?D.Can I help you?4.Speaker A: Hey, it’s beautiful out today, isn’t it?Speaker B: ________.A.Tomorrow will be the same as todayB.Yeah. I wish it would be like this every dayC.Really? It’s different from the weather forecastD.At least not as good as I expected5.Speaker A: I’m going home now. Do you need a ride?Speaker B: ________. I’m not done yet.A.It’s impossibleB.Thank youC.I’m glad toD.No, thanks英语试卷一A 第 2 页共 13 页Section B Dialogue ComprehensionDirections: In this section, you will read 5 short conversations between a man and a woman. At the end of each conversation there is a question followed by four choices marked A, B, C, and D. Choose the best answer to the question from the four choices given and mark your answer on the ANSWER SHEET with a single line through the center.6.Woman: Are you going to Hawaii on your vacation?Man: Not this year. I am broke.Woman: Oh! Come on.Question: How does the woman take the man’s words?A.She is surprised.B.She thinks he’s not serious.C.She feels sorry for the man.D.She is amused.7.Woman: Do you like the course we’re taking?Man: It’s beyond me.Question: What does the man mean?A.He feels comfortable with the course.B.He doesn’t like the course.C.He can’t understand the course.D.He doesn’t want to answer the question.8.Man: Ben borrowed his father’s car without permission, and then crashed it into thegarage door.Woman: No wonder his father went up the wall.Question: What can we learn about Ben’s father?A.He was extremely angry.B.He wouldn’t forgive Ben.C.He was quite disappointed.D.He couldn’t understand Ben.9.Man: Are you finished with school already?Woman: No. I have one more semester, but it would be great to have a job lined up.Question: What does the woman mean?A.She will line up to apply for a job.B.She has already had a job offer.C.She hopes to get a job offer before graduation.D.She’ll look for a job soo n after graduation.英语试卷一A 第 3 页共 13 页10.Man: Gosh! There seems to be no end to the work I have to do.Woman: I’m glad I’m not in your shoes.Question: What does the woman mean?A.She is not as busy as the man.B.She is busier than the man.C.She is lucky not to work with the man.D.She is unable to help the man.Part II Vocabulary and Structure (20 minutes, 10 pointsDirections:There are 20 incomplete sentences in this section. For each sentence there are 4 choices marked A, B, C and D. Choose the one that best completes the sentence. Mark your answer on the ANSWER SHEET with a single line through the center.11.Fighting corruption involves tackling those who offer ________ as well as those who take them.A.bribesB.donationsC.contributionsD.bonuses12.In a ________ of inspiration, I decided to paint the whole house white.A.flameB.flashC.flavorD.flight13.Unlike other leaders who put all blames on others, he took responsibility and resigned ________.A.reluctantlyB.faithfullyC.mysteriouslyD.gracefully14.This report is ________ with an article written by the same author.A.identicalB.sameC.similarD.alike15.Traditional publishing will be ________ dramatically in the next 5 to 10 years.A.cut awayB.cut backC.cut downD.cut off英语试卷一A 第 4 页共 13 页16.Sunny Monday skies will ________ a shield of clouds by sunset.A.give path toB.give place toC.give space toD.give way to17.Eating regular meals is ________ important for health.A.vividlyB.vitallyC.visiblyD.visually18.A new electronic announcement system has been introduced in the taxis to________ passengers not to forget their luggage.A.alertB.warnrmD.remind19.Consumer ________ in food products has been shaken by several recent scandals.A.confidenceB.trustC.beliefD.assurance20.Such a proposal must have been put forward by people with limited ________.A.outlookB.overlookC.outlineD.overview21.Many dreams ________ seem impossible, then improbable, and eventually inevitable.A.firstB.at firstC.firstlyD.first of all22.If you are going to interview someone you ________ know something about them.A.had ratherB.would ratherC.should as wellD.might as well23.Joe ________ away for the last two days but he is due back tomorrow.A.isB.wentC.has beenD.has gone24.________ 40 years ago, the book continues to be marketed, mass-produced, andchallenged.A.Being writtenB.As writtenC.Though writtenD.It was written英语试卷一A 第 5 页共 13 页25.Born Sept. 11, 1907, in Boston, Alice Lillian Ellis was ________ of nine children.A.the oldest thirdB.the third oldC.the third olderD.the third oldest26.I’ll contact my office in London straight away and ________ to you.A.have the contract faxedB.have the contract faxC.have faxed the contractD.have been faxing the contract27.Caroline has never ever broken her promise, ________.A.neither had IB.nor have IC.not would ID.never will I28.Weather ________, we’ll go for a walk in the woods tomorrow.A.to permitB.permittedC.permitsD.permitting29.If she ________ here next week, we would know her decision.A.were to beB.will beC.would have beenD.is to be30.The problem is that they are unable to communicate effectively in the language________ public services are offered.A.by whichB.for whichC.in whichD.of whichPart III Reading Comprehension (40 minutes, 40 pointsDirections: There are 4 passages in this part. Each of the passages is followed by5 questions or unfinished statements. For each of them there are 4 choices marked A, B,C and D. Choose the best one and mark your answer on the ANSWER SHEET with a single line through the center.Passage OneJack’s friend Tony had recently gotten a tattoo (文身, and Jack was so impressed by Tony’s bravery and his tattoo that he decided to get one too. Why do a lot of young people in North America get tattoos today? Peer pressure, media influence, and personal expression are some of the common reasons.英语试卷一A 第 6 页共 13 页The desire to be part of a group, to be accepted by one’s friends or peers, can have a great influence on what a person does. Sometimes, wearing a tattoo can be a sign that you belong to a certain group. Gangs often use special clothes and tattoos to identify their particular group. For example, in one gang all the members may wear green army jackets and have large “Xs” tattooed on t heir arms. It is not only gangs that have this type of special “uniform”. Young people often belong to a certain group of friends. Some of these groups wear only brand-name clothes. Others wear tattoos. When a person’s friends are all doing something, such as getting a tattoo, that person is more likely to do the same thing, and get a tattoo too.The media is another big influence behind the popularity of tattoos in North America. A wide variety of media images show tattoos. Tattoos can be seen on people appearing in commercials selling expensive cars. Famous sports heroes with tattoos are shown in magazines. Fashion models are often seen in magazines and on TV wearing designer clothes that show their bodies tattooed with detailed and colorful patterns. These media images link tattoos to ideas of wealth, success, and status. As a result, many people decide to get a tattoo for its fashion and status value.It is not always the influence of other people or the media that results in a person getting a tattoo. Many people decide to wear tattoos in order to express their artistic nature, their beliefs, or their feelings—in other words, to show their individuality. A musician in a rock band may get a tattoo of a guitar on the arm. Some environmentalists may tattoo pictures of endangered animals on their shoulders. Lovers may tattoo each others’ names over their hearts. A tattoo can be a public sign to show what is important in a person’s life.31.Jack got a tattoo because of ________.A.the influence of friendsB.the influence of the mediaC.a desire to express himselfD.a desire to be fashionable32.Gang members wear the tattoo of “Xs” to show their ________.A.individualityB.powerC.sense of honorD.sense of belonging33.Which of the following groups of people are seen wearing tattoos in the media?A.Car sellers.B.Sports stars.C.Fashion designers.D.Movie stars.英语试卷一A 第 7 页共 13 页34.Which of the following tattoos shows one’s belief?A.A musical instrument.B.A lover’s name.C.A picture of endangered species.D.A brand name.35.The best title for this passage is ________.A.Why People Get TattoosB.Tattoos’ New TrendC.The Popularity of TattoosD.Tattoos Tell Who You ArePassage TwoIs the customer always right? The answer, it seems, depends on which country you ar e in. Shopping is very much a part of a country’s culture, and attitudes to shopping and consumers vary from country to country just as much as climate or taste in food. From the air-conditioned American shopping centers to the street market of African towns, the way we shop shows the way we see ourselves and our relationships with other people.Business competition in Europe has given consumers increased power. This has meant falling prices, plenty of special offers and a re-examination of what customer service really means. People often point to America as an example of excellent customerservice. In restaurants in the south of the USA, for example, waiters compliment you on your clothes, ask about your day, compliment you on the wisdom of your order and then return every ten minutes to refill your glass and make sure that everything is to your satisfaction.Anyone who has waited 30 minutes to be served in a restaurant might well dream of such attention, but do Europeans really want US style service? As a friend of mine once told me, “By the end of the evening I had spent as much time talking to the waiter as to my wife.” It is a question of expectations. Different nationalities expect different types of service.A Chinese-American friend loves telling people about how her Chinese mother shops for clothes: “First of all she waits until they are on sale, then she bargains until she gets an even better price and then she finds some small fault with the product and demands a further reduction. She never buys any thing at the regular price.” Could you imagine trying such tricks in a department store in your country?英语试卷一A 第 8 页共 13 页Attitudes to service are, of course, affected by employers’ attitudes to their workers. As American sales and service personnel are heavily reliant on commission and tips, they have more motives to provide more service. But is this fair? Do we think it is fair to ask shop assistants to work late evenings, Sundays and 12 hour shifts? It might not be a case of “Is the customer always right?” but a case of “How much service is it fair to expect?”36.The way people shop ________.A.carries social and cultural valuesB.reflects the developmental stage of a countryC.determines the way they socializeD.reveals their social status37.The word “compliment” in Paragraph 2 is closest in meaning to “________”.A.evaluateB.criticizeugh atD.praise38.The remarks of the author’s friend in Paragraph 3 indicate that Europeans________.A.think highly of the American serviceB.find it impossible to accept the American serviceC.do not appreciate the American serviceD.will gradually accept the American service39.Why does the author use the Chinese mother’s shopping experience as an example?A.To warn shop assistants of tough customers.B.To teach people how to get better service as customers.C.To criticize some improper shopping behavior.D.To show how different people’s expectations of service are.40.According to the last paragraph, the service quality of American service personnelmay depend on ________.A.the customers’ attitude towards themB.the amount of commission and tipsC.the length of their working hoursD.their working experience英语试卷一A 第 9 页共 13 页Passage ThreeJob sharing refers to the situation in which two people divide the responsibility of one full-time job. The two people willingly act as part-time workers, enough hours between them to fulfill the duties of a full-time worker. If they each work half the job, for example, they each receive 50 per cent of the job’s wages, its holid ays and its other benefits. Of course, some job sharers take a smaller or larger share of the responsibilities of the position, receiving a lesser or greater share of the benefits.Job sharing differs from conventional part-time work in that it occurs mainly in the more highly skilled and professional areas, which require higher levels of responsibility and employee commitment.Job sharing should not be confused with the term work sharing, which refers to increasing the number of jobs by reducing the number of hours of each existing job, thus offering more positions to the growing number of unemployed people. Job sharing, by contrast, is not designed to address unemployment problems; its focus, rather, is toprovide well-paid work for skilled workers and professionals who want more free timefor other activities.As would be expected, women constitute the bulk of job sharers. A survey carried out in 1988 by Britain’s Equal Opportunities Commission revealed that 78 per cent of sharers were female, the majority of whom were between 20 and 40 years of age. Subsequent studies have come up with similar results. Many of these women were re-entering the job market after having had children, but they chose not to seek part-time work because it would have meant lower status. Job sharing also offered an acceptable shift back into full-time work after a long absence.The necessity of close cooperation when sharing a job with another person makes the actual work quite different from conventional one-position jobs. However, to ensure a greater chance that the partnership will succeed, each person needs to know the strengths, weaknesses and preferences of his or her partner before applying for a position. Moreover, there must be a fair division of both routine tasks and interesting ones. In sum, for a position to be job-shared well, the two individuals must be well matched and must treat each other as equals.41.“Employee commitment” in Paragraph 2 refers to the employee’s ________.A.qualificationB.loyaltyC.experienceD.achievement英语试卷一A 第 10 页共 13 页42.Work sharing is different from job sharing in that ________.A.it requires more working hoursB.it provides more work positionsC.it depends on the employer’s decisionD.it offers a more satisfactory salary43.Job sharing is popular with young mothers mainly because ________.A.they can take care of both work and familyB.they are over ideal working agesC.they seek equal opportunities with menD.they have difficulty finding full-time jobs44.In job sharing the partners should ________.A.be social equalsB.be intimate friendsC.know each other very wellD.have similar working experience45.The main purpose of the passage is to ________.A.recommend job sharing to womenB.discuss a way to tackle unemploymentC.criticize job sharing as inefficientD.describe job sharing in generalPassage FourAmericans have a great love for informality and nowhere is this better expressed than in their love for nicknames (昵称、绰号. Upon greeting strangers for the first time they will quickly introduce themselves by their nickname. These are shortened forms of their given name at birth and reflect the casual relationships which exist among friends and coworkers. Family names are hardly ever used in daily situations and the use of one’s father’s last name is saved only for rare and formal occasions.In many traditional cultures the use of the family name is seen as a sign of respect. For Americans, however, it’s the nickname which creates an immediate intimacy between two people upon which to build a relationship. By speaking to another on a first name basis and using his nickname, walls are immediately torn down and equality between two people is established.英语试卷一A 第 11 页共 13 页At work bosses will refer to their employees by their nicknames. Should an employer use a worker’s family name, you can be sure that some kind of correction or serious business will follow.This love for nicknames can create a sense of closeness between people who are otherwise not related. Even the presidents of the United States have borne nicknames. Abraham Lincoln was known as Honest Abe. John F. Kennedy was known as Jack or JFK and William Clinton has no reservations in letting people know he prefers to be called Bill, but those who look upon him with disfavor may call him Slick Willy.Not only people but cities often carry their own nicknames. Chicago is called the “Windy City” because of the strong winds which come down from Canada throughout the year. New York City is considered the “Big Apple” for reasons which are still obscure to most people including many New Yorkers.Not every nickname, however, is positive and some can be rather rude and insulting. If someone should demonstrate a certain negative characteristic, a label will soon be attached to describe that person in an unpleasant way.Likewise a person’s physical traits which are very dominant may lead to nicknames but not necessarily to one’s liking or choice. A nickname, therefore, is a way of identifying or describing someone or something for better or worse.46.Why do Americans prefer to use nicknames when addressing one another?A.Nicknames are easy to remember.B.Americans are a friendly people.C.Nicknames are convenient to use in daily life.D.Nicknames help build a closer relationship.47.Americans tend to u se others’ family names ________.A.in the work placeB.when writing lettersC.on formal occasionsD.when making phone calls48.Many traditional societies see the use of one’s family name as a sign of________.A.distanceB.respectC.importanceD.gratitude英语试卷一A 第 12 页共 13 页49.An American employer is likely to use a worker’s family name when ________.A.the worker is to get a promotionB.he speaks to the worker at a gatheringC.the worker has done something wrongD.he is being friendly with the worker50.In Paragraph 5, the word “obscure” is closest in meaning to “________”.A.unclearB.soundC.funnyD.popularPart IV Cloze Test (15 minutes, 10 pointsDirections: There are 10 blanks in the following passage. For each numbered blank, there are 4 choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET with a single line through the center.For years we have believed we were either healthy or sick. 51 , during the mid-90s, scientists developed a new concept called “sub-health”, a status 52 health and illness. The concept of sub-health has become 53 because it has helped to explain many healthproblems. 54 one study, only 5.6% of people in the overall population are actually sick, 55 the sub-healthy group consists of about 60%, and the 56 population is considered healthy. 57 of one’s sub-health will help one to be alert to the underlying disease and remain healthy. Sub-Health is a state in which the body is 58 turning from health to illness or from illness to health. Our bodies are actively 59 the conditions of health, sub-health and disease. Factors 60 aging, internal or external toxicity (毒性, and body or mind exhaustion may cause sub-health, but taking good care of the body can change a sub-healthy status to a healthy one.B.HoweverC.MeantimeD.Therefore51.A.BesidesD.toward52.A.between B.within C.beyond53.A.global B.controversial mon D.popularD.According toto54.A.DueB.Thanks toC.PriortoD.for55.A.thoughB.sinceC.whereas56.A.retaining B.remaining C.reserving D.relating57.A.Awareness B.Causes C.Treatment D.DoubtsC.eitherD.neither58.A.still B.alreadyparing B.choosing C.balancing D.improving to D.along with60.A.as B.likeC.up英语试卷一A 第 13 页共 13 页绝密★启用前2009年在职攻读硕士学位全国联考英语试卷二Part Ⅴ Translation(30 minutes, 10 pointsPart ⅥWriting (30 minutes, 15 points考生须知1.试卷二满分25分,考试时间为60分钟,16:00开始,17:00结束。
2009年考研英语真题及解析
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections: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)Research on animal intelligence always makes me wonder just how smart humans are.1the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2to live shorter lives. This suggests that 3bulbs burn longer, that there is an 4in not being too terrifically bright.Intelligence, it 5out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6the starting line because it depends on learning — a gradual 7— instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to8.Is there an adaptive value to9intelligence? That's the question behind this new research.I like it. Instead of casting a wistful glance10at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real11of our own intelligence might be. This is12the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would 13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. we believe that 15animals ran the labs, they would test us to 16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 1, not merely how much of it there is. 1819question: Are humans actually aware of the world they live in?20the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C] inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive[C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don't bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they're there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to 'decide,' just as our president calls himself 'the Decider.' " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being ________.A. casualB. familiarC. mechanicalD. changeable22. The researchers have discovered that the formation of habit can be ________A. predictedB. regulatedC. tracedD. guided23. "ruts"(in line one, paragraph 3) has closest meaning to ________A. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ________?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he's the kid's dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family's geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In paragraphs 1 and 2, the text shows PTK's ___________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A] locate one's birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A] trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is __________.[A] disorganized data collection[B] overlapping database building[C] excessive sample comparison[D] lack of patent evaluation30. An appropriate title for the text is most likely to be__________.[A] Fors and Againsts of DNA testing[B] DNA testing and It's problems[C] DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution haveconsistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A] challenges economists and politicians[B] takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33. A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C] the U.S workforce has a better education[D] the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read themagical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Meanwhile, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture.44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures.45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single originand passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled inlinguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the "survival of thefittest," in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people's social structure, suchas initiation ceremonies that formally signify children's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage,categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F] Supporters of the theory viewed as a collection of integrated parts that work together to keep asociety functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested,on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section ⅢWritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. "White pollution "is still going on. Write a letter to the editor(s) of your local newspaper to give your opinions briefly andmake two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009年全国硕士研究生招生考试英语（一）答案详解Section I Use of English一、文章总体分析本文是一个有关动物智力话题的文章。
2009年考研英语二真题全文翻译答案超详解析(原MBA)
2009 年全国硕士研究生入学统一考试英语（二）试题答案与解析Section I Use of English一、文章题材结构分析本文是一篇说明文，摘自2008 年 6 月26 日The New York Times。
文章主要介绍了世界石油价格的变化的原因以及给世界带来的改变。
第一段主要介绍了近年来石油价格的上涨以及其背后的原因。
第二、三段主要介绍了石油价格的改变对国家相互之间的关系带来的影响。
第四、五段分别具体的介绍了世界石油价格的变化给德国与美国来带的影响。
二、试题分析1.【答案】C【解析】本题主要考查词义辨析和熟词生义，A 项come，B 项gone，D 项arrived 都表示“到，到达”的含义。
C项cross 意为“穿过”，这里是引申含义“突破”。
这句话指“价格已经突破100 美元每桶”，与上文的“16 美元一桶”做比较。
2.【答案】D【解析】本题考查动词与介词词组的搭配。
解题重点在于空后面的一个介词词组from …to…表示一个范围。
A 项covered 意为“覆盖”一般指地理范围；B 项discovered 发现；C 项arranged 安排；C 项D 项的动词都与介词词组搭配不合理。
D 项ranged 意为涉及的“范围延伸”。
与后面的from…to…搭配合理。
本句句意是：价格上涨的原因涉及从……到……，固定搭配range from A to B。
因此，选项D 正确。
3.【答案】D【解析】本题的解答要根据上下文来推理，四个选项中 A 项intensity 强度；B 项infinity；无穷大；C 项insecurity不安全；D 项instability 不安定，不稳定性。
后面说到了“伊拉克与尼日利亚的三角洲地区”，我们知道这两个地区的局势长期不稳定。
所以D 答案与此相符。
4.【答案】B【解析】本题考核的重点是与名词的搭配的相关动词，后面的宾语是一个名词结构，the economic and political做map 的定语，而of the world 做了map 的后置定语，所以中心词是map。
2009年考研英语试题及答案
2009年全国硕⼠研究⽣⼊学统⼀考试英语试题Section I Use of EnglishDirections: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)Research on animal intelligence always makes me wonder just how smart humans are. （1） the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly （2） to live shorter lives. This suggests that （3） bulbs burn longer, that there is an （4） in not being too terrifically bright.Intelligence, it （5） out, is a high-priced option. It takes more upkeep, burns more fuel and is slow （6） the starting line because it depends on learning — a gradual （7） — instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to （8）.Is there an adaptive value to （9） intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance （10） at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real （11） of our own intelligence might be. This is （12） the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would （13） on humans if they had the chance. Every cat with an owner, （14）, is running a small-scale study in operant conditioning. we believe that （15）animals ran the labs, they would test us to （16） the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really （1）7, not merely how much of it there is. （18）, they would hope to study a （19） question: Are humans actually aware of the world they live in? （20） the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C] inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing int0 the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don't bother trying to kill off old habits; once those ruts of procedure are worn int0 the hippocampus, they're there to stay. Instead, the new habits we deliberately ingrain int0 ourselves create parallel pathways that can bypass those old roads. "The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to 'decide,' just as our president calls himself 'the Decider.' " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being ________.A. casualB. familiarC. mechanicalD. changeable22. The researchers have discovered that the formation of habit can be ________A. predictedB. regulatedC. tracedD. guided23. "ruts"(in line one, paragraph 3) has closest meaning to ________A. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ________?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he's the kid's dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family's geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In paragraphs 1 and 2, the text shows PTK's ___________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A] locate one's birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A] trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is __________.[A] disorganized data collection[B] overlapping database building[C] excessive sample comparison[D] lack of patent evaluation30. An appropriate title for the text is most likely to be__________.[A] Fors and Againsts of DNA testing[B] DNA testing and It's problems[C] DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new ed u c a t i o n a l s y s t e m s t h e r e a n d p u t t i n g e n o u g h p e o p l e t h r o u g h t h e m t o i m p r o v e e c o n o m i c p e r f o r m a n c e w o u l d r e q u i r e t w o o r t h r e e g e n e r a t i o n s . T h e f i n d i n g s o f a r e s e a r c h i n s t i t u t i o n h a v e c o n s i s t e n t l y s h o w n t h a t w o r k e r s i n a l l c o u n t r i e s c a n b e t r a i n e d o n t h e j o b t o a c h i e v e r a d i c a l h i g h e r p r o d u c t i v i t y a n d , a s a r e s u l t , r a d i c a l l y h i g h e r s t a n d a r d s o f l i v i n g . / p > p b d s f i d = " 1 3 7 " > I r o n i c a l l y , t h e f i r s t e v i d e n c e f o r t h i s i d e a a p p e a r e d i n t h e U n i t e d S t a t e s . N o t l o n g a g o , w i t h t h e c o u n t r y e n t e r i n g a r e c e s s i n g a n d J a p a n a t i t s p r e - b u b b l e p e a k . T h e U . S . w o r k f o r c e w a s d e r i d e d a s p o o r l y e d u c a t e d a n d o n e o f p r i m a r y c a u s e o f t h e p o o r U . S . e c o n o m i c p e r f o r m a n c e . J a p a n w a s , a n d r e m a i n s , t h e g l o b a l l e a d e r i n a u t o m o t i v e - a s s e m b l y p r o d u c t i v i t y . Y e t th e r e s e a r c h r e v e a l e d t h a t t h e U . S . f a c t o r i e s o f H o n d a N i s s a n , a n d T o y o t a a c h i e v e d a b o u t9 5 p e r c e n t o f t h e p r o d u c t i v i t y o f t h e i r J a p a n e s e c o u n t e r p a r t s - - a r e s u l t o f t h e t r a i n i n g t h a t U . S . w o r k e r s r e c e i v e d o n t h e j o b . / p > p b d s f i d = " 1 3 8 " > M o r e r e c e n t l y , w h i l e e x a m i n i n g h o u s i n g c o n s t r u c t i o n , t h e r e s e a r c h e r s d i s c o v e r e d t h a t i l l i t e r a t e , n o n - E n g l i s h - s p e a k i n g M e x i c a n w o r k e r s i n H o u s t o n , T e x a s , c o n s i s t e n t l y m e t b e s t - p r a c t i c e l a b o r p r o d u c t i v i t y s t a n d a r d s d e s p i t e t h e c o m p l e x i t y o f t h e b u i l d i n g i n d u s t r y ' s w o r k . / p > p b d s f i d = " 1 3 9 " > W h a t i s t h e r e a l r e l a t i o n s h i p b e t w e e n e d u c a t i o n a n d e c o n o m i c d e v e l o p m e n t ? W e h a v e t o s u s p e c t t h a t c o n t i n u i n g e c o n o m i c g r o w t h p r o m o t e s t h e d e v e l o p m e n t o f e d u c a t i o n e v e n w h e n g o v e r n m e n t s d o n ' t f o r c e i t . A f t e r a l l , t h a t ' s h o w e d u c a t i o n g o t s t a r t e d . W h e n o u r a n c e s t o r s w e r eh u n t e r s a n d g a t h e r e r s 1 0 , 0 0 0 y e a r s a g o , t h e y d i d n ' t h a v e t i m e t o w o n d e r m u c h a b o u t a n y t hi n g b e s i d e s f i n d i n g f o o d . O n l y w h e n h u m a n i t y b e g a n t o g e t i t s f o o d i n a m o r e p r o d u c t i v e w a y w a s t h e r e t i m e f o r o t h e r t h i n g s . / p > p b d s f i d = " 1 4 0 " > A s e d u c a t i o n i m p r o v e d , h u m a n i t y ' s p r o d u c t i v i t y p o t e n t i a l , t h e y c o u l d i n t u r n a f f o r d m o r e e d u c a t i o n . T h i s i n c r e a s i n g l y h i g h l e v e l o f e d u c a t i o n i s p r o b a b l y a n e c e s s a r y , b u t n o t a s u f f i c i e n t , c o n d i t i o n f o r t h e c o m p l e x p o l i t i c a l s y s t e m s r e q u i r e d b y a d v a n c e d e c o n o m i c p e r f o r m a n c e . T h u s p o o r c o u n t r i e s m i g h t n o t b e a b l e t o e s c a p e t h e i r p o v e r t y t r a p s w i t h o u t p o l i t i c a l c h a n g e s t h a t m a y b e p o s s i b l e o n l y w i t h b r o a d e r f o r m a l e d u c a t i o n . A l a c k o f f o r m a l e d u c a t i o n , h o w e v e r , d o e s n ' t c o n s t r a i n t h e a b i l i t y o f t h e d e v e l o p i n g w o r l d ' s w o r k f o r c e t o s u b s t a n t i a l l y i m p r o v e p r o d u c t i v i t y f o r t h e f o r e s t e d f u t u r e . O n t h e c o n t r a r y , c o n s t r a i n t s o n i m p r o v i n g p r o d u c t i v i t y e x p l a i n w h y e d u c a t i o n i s n ' t d e v e l o p i n g m o r e q u i c k l y t h e r e t h a n i t i s . / p > p b d s f i d = " 1 4 1 " > 3 1 . T h e a u t h o r h o l d s i n p a r a g r a p h 1 t h a t t h e i m p o r t a n t o f e d u c a t i o n i n p o o r c o u n t r i e s &n b s p ; _ _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 4 2 " > [ A ] i s s u b j e c t g r o u n d l e s s d o u b t s / p > p b d s f i d = " 1 4 3 " > [ B ] h a s f a l l e n v i c t i m o f b i a s / p > p b d s f i d = " 1 4 4 " > [ C ] i s c o n v e n t i o n a l d o w n g r a d e d / p > p b d s f i d = " 1 4 5 " > [ D ] h a s b e e n o v e r e s t i m a t e d / p > p b d s f i d = " 1 4 6 " > 3 2 . I t i s s t a t e d i n p a r a g r a p h 1 t h a t c o n s t r u c t i o n o f a n e w e d u c a t i o n s y s t e m &n b s p ; _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 4 7 " > [ A ] c h a l l e n g e s e c o n o m i s t s a n d p o l i t i c i a n s / p > p b d s f i d = " 1 4 8 " > [ B ] t a k e s e f f o r t s o f g e n e r a t i o n s / p > p b d s f i d = " 1 4 9 " > [ C ] d e m a n d s p r i o r i t y f r o m t h e g o v e r n m e n t / p > p b d s f i d = " 1 5 0 " > [ D ] r e q u i r e s s u f f i c i e n t l a b o r f o r c e / p > p b d s f i d = " 1 5 1 " > 3 3 . A m a j o r d i f f e r e n c e b e t w e e n t h e J a p a n e s e a n d U . S w o r k f o r c e s i s t h a t _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 5 2 " > [ A ] t h e J a p a n e s e w o r k f o r c e i s b e t t e r d i s c i p l i n e d / p > p b d s f i d = " 1 5 3 " > [ B ] t h e J a p a n e s e w o r k f o r c e i s m o r e p r o d u c t i v e / p > p b d s f i d = " 1 5 4 " > [ C ] t h e U . S w o r k f o r c e h a s a b e t t e r e d u c a t i o n / p > p b d s f i d = " 1 5 5 " > [ D ] t h e U . S w o r k f o r c e i s m o r e o r g a n i z e / p > p b d s f i d = " 1 5 6 " > 3 4 . T h e a u t h o r q u o t e s t h e e x a m p l e o f o u r a n c e s t o r s t o sh o w t h a t e d u c a t i o n e m e r g e d _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 5 7 " > [ A ] w h e n p e o p l e h a d e n o u g h t i m e / p > p b d s f i d = " 1 5 8 " > [ B ] p r i o r t o b e t t e r w a y s o f f i n d i n g f o o d / p > p b d s f i d = " 1 5 9 " > [ C ] w h e n p e o p l e o n l o n g e r w e n t h u n g / p > p b d s f i d = " 1 6 0 " > [ D ] a s a r e s u l t o f p r e s s u r e o n g o v e r n m e n t / p > p b d s f i d = " 1 6 1 " > 3 5 . A c c o r d i n g t o t h e l a s t p a r a g r a p h , d e v e l o p m e n t o f e d u c a t i o n _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 6 2 " > [ A ] r e s u l t s d i r e c t l y f r o m c o m p e t i t i v e e n v i r o n m e n t s / p > p b d s f i d = " 1 6 3 " > [ B ] d o e s n o t d e p e n d o n e c o n o m i c p e r f o r m a n c e / p > p b d s f i d = " 1 6 4 " > [ C ] f o l l o w s i m p r o v e d p r o d u c t i v i t y / p > p b d s f i d = " 1 6 5 " > [ D ] c a n n o t a f f o r d p o l i t i c a l c h a n g e s / p > p b d s f i d = " 1 6 6 " > T e x t 4 / p > p b d s f i d = " 1 6 7 " > T h e m o s t t h o r o u g h l y s t u d i e d i n t h e h i s t o r y o f t h e n e w w o r l d a r e t h e m i n i s t e r s a n d p o l i t i c a l l e a d e r s o f s e v e n t e e n t h - c e n t u r y N e w E n g l a n d . A c c o r d i n g t o t h e s t a n d a r d h i s t o r y o f A m e r i c a n p h i l o s o p h y , n o w h e r e e l s e i n c o l o n i a l A m e r i c a w a s " S o m u c h i m p o r t a n t a t t a c h e d t o i n t e l l e c t u a l p u r s u i t s " A c c o r d i n g t o m a n y b o o k s a n d a r t i c l e s , N e w E n g l a n d ' s l e a d e r s e s t a b l i s h e d t h e b a s i c t h e m e s a n d p r e o c c u p a t i o n s o f a n u n f o ld i n g , d o m i n a n t P u r i t a n t r a d i t i o n i n A me r i c a n i n t e l l e c t u a l l if e . / p > p b d s f i d = " 1 6 8 " > T o t a ke t h i s a p p r o a c h t o t h e N e w E n g l a n d e r s n o r m a l l y m e a n t o s t a r t w i t h t h e P u r i t a n s ' t h e o l o g i c a l i n n o v a t i o n s a n d t h e i r d i s t i n c t i v e i d e a s a b o u t t h e c h u r c h - i m p o r t a n t s u b j e c t s t h a t w e m a y n o t n e g l e c t . B u t i n k e e p i n g w i t h o u r e x a m i n a t i o n of s o u t h e r n i n t e l l e c t u a l l i f e , w e m a y c o n s i d e r t h e o r ig i n a l P u r i t a n s a s c a r r i e r s o f E u r o p e a n c u l t u r e a d j u s t i n g t o N e w w o r l d c i r c u m s t a n c e s . Th e N e w E n g l a n d c o l o ni e s w e r e t h e s c e n e s o f i m p o r t a n t e p i s o d e s i n t h e p u r s u i t o f w i d e l y u n d e r s t o o d i d e a l s o f c i v i l i t y a n d v i r t u o s i t y . / p > p b d s f i d = " 1 6 9 " > T h e e a r l y s e t t l e r s o f M a s s a c h u s e t t s B a y i n c l u d e d m e n o f i m p r e s s i v e e d u c a t i o n a n d i n f l u e n c e i n E n g l a n d . ` B e s i d e s t h e n i n e t y o r s o l e a r n e d m i n i s t e r s w h o c a m e t o M a s s a c h u s e t t s c h u r c h i n t h e d e c a d e a f t e r 1 6 2 9 , T h e r e w e r e p o l i t i c a l l e a d e r s l i k e J o h n W i n t h r o p , a n e d u c a t e d g e n t l e m a n , l a w y e r , a n d o f f i c i a l o f t h e C r o w n b e f o r e h ej o u r n e y e d t o B o s t o n . T h e r e m e n w r o t e a n d p u b l i s h e d e x t e n s i v e l y , r e a c h i n g b o t h N e w W o r l d a n d O l d W o r l d a u d i e n c e s , a n d g i v i n g N e w E n g l a n d a n a t m o s p h e r e o f i n t e l l e c t u a l e a r n e s t n e s s . / p > p b d s f i d = " 1 7 0 " > W e s h o u l d n o t f o r g e t , h o w e v e r , t h a t m o s t N e w E n g l a n d e r s w e r e l e s s w e l l e d u c a t e d . W h i l e f e w c r a f t s m e n o r f a r m e r s , l e t a l o n e d e p e n d e n t s a n d s e r v a n t s , l e f t l i t e r a r y c o m p o s i t i o n s t o b e a n a l y z e d , T h e i n t h i nk i n g o f t e n h a d a t r a d i t i o n al s u p e r s t i t i o n s q u a l i t y . A t a i l o r n am e d J o hn D a n e , w ho e m i g r a t e d i n t h e l a t e 1 6 3 0 s , l e f t a n a c c o u n t o f h i s r e a s o n s f o r l e a v i n g E n g l a n d t h a t i s f i l l e d w i t h s i g n s . s e x u a l c o n f u s i o n , e c o n o m i c f r u s t r a t i o n s , a n d r e l i g i o u s h op e - a l l n a m e t o g e t h e r i n a d e c i s i v e m o m e n t w h e n h e o p e n e d t h e B i b l e , t o l d h i s f a t h e r t h e f i r s t l i n e h e s a w w o u l d s e t t l e h i s f a t e , a n d r e a d t h e m a g i c a l w o r d s : " c o m e o u t f r o m a m o n g t h e m , t o u c h n o u n c l e a n t h i n g , a n d I w i l l b e y o u r G o d a n d y o u s h a l l b e m y p e o p l e . " O n e w o n d e r s w h a t D a n e t h o u g h t o f t h e c a r e f u l s e r m o n s e x p l a i n i n g t h e B i b l e t h a t h e h e a r d i n p u r i t a n c h u r c h e d . / p > p b d s f i d = " 1 7 1 " > M e a n w h i l e , m a n y s e t t l e s h a d s l i g h t e r r e l i g i o u s c o m m i t m e n t s t h a n D a n e ' s , a s o n e c l e r g y m a n l e a r n e d i n c o n f r o n t i n g f o l k a l o n g t h e c o a s t w h o m o c k e d t h a t t h e y h a d n o t c o m e t o t h e N e w w o r l d f o r r e l i g i o n . " O u r m a i n e n d w a s t o c a t c h f i s h . " / p > p b d s f i d = " 1 7 2 " > 3 6 . T h e a u t h o r n o t e s t h a t i n t h e s e v e n t e e n t h - c e n t u r y N e w E n g l a n d _ _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 7 3 " > [ A ] P u r i t a n t r a d i t i o n d o m i n a t e d p o l i t i c a l l i f e . / p > p b d s f i d = " 1 7 4 " > [ B ] i n t e l l e c t u a l i n t e r e s t s w e r e e n c o u r a g e d . / p > p b d s f i d = " 1 7 5 " > [ C ] P o l i t i c s b e n e f i t e d m u c h f r o m i n t e l l e c t u a l e n d e a v o r s . / p > p b d s f i d = " 1 7 6 " > [ D ] i n t e l l e c t u a l p u r s u i t s e n j o y e d a l i b e r a l e n v i r o n m e n t . / p > p b d s f i d = " 1 7 7 " > 3 7 . I t i s s u g g e s t e d i n p a r a g r a p h 2 t h a t N e w E n g l a n d e r s _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = "1 7 8 " > [ A ] e x p e r i e n c e d a c o m p a r a t i v e l y p e a c e f u l e a r l y h i s t o r y . / p > p b d s f i d = " 1 7 9 " > [ B ] b r o u g h t w i t h t h e m t h e c u l t u r e o f t h e O l d W o r l d / p > p b d s f i d = " 1 8 0 " > [ C ] p a i d l i t t l e a t t e n t i o n t o s o u t h e r n i n t e l l e c t u a l l i f e / p > p b d s f i d = " 1 8 1 " > [ D ] w e r e o b s e s s e d w i t h r e l i g i o u s i n n o v a t i o n s / p > p b d s f i d = " 1 82 " >3 8 . T h e e a r l y m i n i s t e r s a n d p o l i t i c a l l e a d e r s i n M a s s a c h u s e t t s B a y _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 8 3 " > [ A ] w e r e f a m o u s i n t h e N e w W o r l d f o r t h e i r w r i t i n g s / p > p b d s f i d = " 1 84 " > [ B ] g a i n e d i n c r e a s i n g i m p o r t a n c e i n r e l i g i o u s a f f a i r s / p > p b d s f i d = " 1 85 " > [ C ] a b a n d o n e d h i g h p o s i t i o n s b e f o r e c o m i n g t o t h e N e w W o r l d / p > p b d s f i d = " 1 86 " > [ D ] c r e a t e d a n e w i n t e l l e c t u a l a t m o s p h e r e i n N e w E n g l a n d / p > p b d s f i d = " 1 87 " > 3 9 . T h e s t o r y o f J o h n D a n e s h o w s t h a t l e s s w e l l - e d u c a t e d N e w E n g l a n d e r s w e r e o f t e n _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 18 8 " > [ A ] i n f l u e n c e d b y s u p e r s t i t i o n s / p > p b d s f i d = " 1 89 " > [ B ] t r o u b l e d w i t h r e l i g i o u s b e l i e f s / p > p b d s f i d = " 1 9 0 " > [ C ] p u z z l e d b y c h u r c h s e r m o n s / p > p b d s f i d = " 1 9 1 " > [ D ] f r u s t r a t e d w i t h f a m i l y e a r n i n g s / p > p b d s f i d = " 1 9 2 " > 4 0 . T h e t e x t s u g g e s t s t h a t e a r l y s e t t l e r s i n N e w E n g l a n d _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 1 9 3 " > [ A ] w e r e m o s t l y e n g a g e d i n p o l i t i c a l a c t i v i t i e s / p > p b d s f i d = " 1 9 4 " > [ B ] w e r e m o t i v a t e d b y a n i l l u s o r y p r o s p e c t / p > p b d s f i d = " 1 9 5 " > [ C ] c a m e f r o m d i f f e r e n t b a c k g r o u n d s . / p > p b d s f i d = " 1 9 6 " > [ D ] l e f t f e w f o r m a l r e c o r d s f o r l a t e r r e f e r e n c e / p > p b d s f i d = " 1 9 7 " > P a r t B / p > p b d s f i d = " 1 9 8 " > D i r e c t i o n s: / p > p b d s f i d = " 1 9 9 " > D i r e c t i o n s : I n t h e f o l l o w i n g t e x t , s o m e s e n t e n c e s h a v e b e e n r e m o v e d . F o r Q u e s t i o n s ( 4 1 - 4 5 ) , c h o o s e t h e m o s t s u i t a b l e o n e f r o m t h e l i s t A - G t o f i t i n t 0 e a c h o f t h e n u m b e r e d b l a n k . T h e r e a r e t w o e x t r a c h o i c e s , w h i c h d o n o t f i t i n a n y o f t h e g a p s . M a r k y o u r a n s w e r s o n A N S W E R S H E E T 1 . ( 1 0 p o i n t s ) / p > p b d s f i d = " 2 0 0 " > C o i n c i d i n g w i t h t h e g r o u n d b r e a k i n g t h e o r y o f b i ol o g i c a l e v o l u t i o n p r o p o s e d b y B r i t i s h n a t u r a l i s t C h a r l e s D a r w i n i n t h e 1 8 6 0 s , B r i t i s h s o c i a l p h i l o s o p h e r H e r b e r t S p e n c e r p u t f o r w a r d h i s o w n t h e o r y o f b i o l o g i c a l a n d c u l t u r a l e v o l u t i o n . S p e n c e r a r g u e d t h a t a l l w o r l d l y p h e n o m e n a , i n c l u d i n g h u m a n s o c i e t i e s , c h a n g e d o v e r t i m e , a d v a n c i n g t o w a r d p e r f e c t i o n . 4 1 . _ _ _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 2 0 1 " > A m e r i c a n s o c i a l s c i e n t i s t L e w i s H e n r y M o r g a n i n t r o d u c e d a n o t h e r t h e o r y o f c u l t u r a l e v o l u t i o n i n t h e l a t e 1 8 0 0 s . M o r g a n , a l o n g w i t h T y l o r , w a s o n e o f t h e f o u n d e r s o f m o d e r n a n t h r o p o l o g y . I n h i s w o r k , h e a t t e m p t e d t o s h o w h o w a l l a s p e c t s o f c u l t u r e c h a n g e d t o g e t h e r i n t h e e v o l u t i o n o f s o c i e t i e s . 4 2 . _ _ _ _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 2 0 2 " > I n t h e e a r l y 1 9 0 0 s i n N o r t h A m e r i c a , G e r m a n - b o r n A m e r i c a n a n t h r o p o l o g i s t F r a n z B o a s d e v e l o p e d a n e w t h e o r y o f c u l t u r e k n o w n a s h i s t o r i c a l p a r t i c u l a r i s m . H i s t o r i c a l p a r t i c u l a r i s m , w h i c h e m p h a s i z e d t h e u n i q u e n e s s o f a l l c u l t u r e s , g a v e n e w d i r e c t i o n t o a n t h r o p o l o g y . 4 3 . _ _ _ _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 2 0 3 " > B o a s f e l t t h a t t h e c u l t u r e o f a n y s o c i e t y m u s t b e u n d e r s t o o d a s t h e r e s u l t o f a u n i q u e h i s t o r y a n d n o t a s o n e o f m a n y c u l t u r e s b e l o n g i n g t o a b r o a d e r e v o l u t i o n a r y s t a g e o r t y p e o f c u l t u r e . 4 4 . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . / p > p b d s f i d = " 2 0 4 " > H i s t o r i c a l p a r t i c u l a r i s m b e c a m e a d o m i n a n t a p p r o a c h t o t h e s t u d y o f c u l t u r e i n A m e r i c a n a n t h r o p o l o g y , l a r g e l y t h r o u g h t h e i n f l u e n c e o f m a n y s t u d e n t s o f B o a s . B u t a n u m b e r o f a n t h r o p o l o g i s t s i n t h e e a r l y 1 9 0 0 s a l s o r e j e c t e d t h e p a r t i c u l a r i s t t h e o r y o f c u l t u r e i n f a v o r o f d i f f u s i o n i s m . S o m e a t t r i b u t e d v i r t u a l l y e v e r y i m p o r t a n t c u l t u r a l a c h i e v e m e n t t o t h e i n v e n t i o n s o f a f e w , e s p e c i a l l y g i f t e d p e o p l e s t h a t , a c c o r d i n g t o d i f f u s i o n i s t s , t h e n s p r e a d t o o t h e r c u l t u r e s . 4 5 . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . / p >。
2009考研英语真题
2009考研英语真题2009考研英语真题一、阅读理解Passage 1文章描绘了法咖咖啡公司如何从一个小咖啡馆发展成为国际知名咖啡连锁店的经历。
1995年，法咖咖啡公司在迪拜的第一家分店开业，这标志着该公司步入国际市场。
与其他传统的咖啡公司不同，法咖咖啡公司注重以创意和独特来吸引消费者。
他们创造了各种各样的咖啡口味和特色产品，并将其与独特的服务体验相结合，以吸引更多的顾客。
同时，法咖咖啡公司还注重培训员工，使他们能够提供高品质的咖啡和服务。
通过这些努力，法咖咖啡公司成功地在国际市场上扩大了自己的业务。
文章主要描绘了法咖咖啡公司如何通过独特的产品和服务策略，成功地在国际市场上站稳脚跟。
通过创造不同口味的咖啡和特色产品，法咖咖啡公司能够吸引不同口味和需求的消费者。
与此同时，他们还通过培训员工，确保他们能够提供高品质的咖啡和服务。
这一系列的努力使得法咖咖啡公司成为了一个受欢迎且备受认可的国际品牌。
通过阅读这篇文章，我们可以得出结论：在竞争激烈的国际市场上，一个公司要想获得成功，需要创造独特的产品和服务，并注重员工培训，以提供高品质的产品和服务。
这种战略不仅适用于咖啡行业，也适用于其他行业。
Passage 2本文主要讨论了如何在紧急情况下进行有效的沟通。
在紧急情况下，正确的沟通和合作至关重要。
作者提出了一些建议，以帮助个人和组织在紧急情况下进行有效的沟通。
首先，作者强调了沟通的重要性。
在紧急情况下，及时准确地传达信息非常关键。
为了确保信息能够准确到达目标人群，作者建议使用多种沟通方式，如口头交流、书面记录和电子媒体等。
其次，作者提出了建立有效的沟通网络的必要性。
在紧急情况下，一个强大的沟通网络可以帮助信息快速传播并提供即时的帮助和支持。
为了建立这样的网络，作者建议建立联系列表、使用社交媒体和参加培训和演练等。
最后，作者强调了领导者在紧急情况下起到的关键作用。
领导者需要在危机中保持冷静和决断力，并有效地传达信息和指示。
2005-2009年考研英语真题、答案及详解[精编版][精品文档]
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2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections: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)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly2 to live shorter lives. This suggests that3 bulbs burn longer, that there is an4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning—a gradual 7 —instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all th e species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think 9. [A] invisible [B] limited [C] indefinite [D] different10.[A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconsci ous comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as ou r president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. Agood innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re un aware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system —that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being .[A] casual [B] familiar [C] mechanical [D] changeable.22. The researchers have discovered that the formation of habit can be .[A] predicted [B] regulated [C] traced [D] guided23.“ruts”(in line one, paragraph 3) has closest meaning to .[A] tracks [B] series [C] characteristics [D] connections24. Ms. Markova’s comments suggest that the practice of standard testing .[A] prevents new habits form being formed[B] no longer emphasizes commonness[C] maintains the inherent American thinking model[D] complies with the American belief system25. Ryan most probably agree that .[A] ideas are born of a relaxing mind [B] innovativeness could be taught[C] decisiveness derives from fantastic ideas [D] curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore –and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s ______.[A]easy availability [B]flexibility in pricing[C] successful promotion [D] popularity with households27. PTK is used to _______.[A] locate one’s birth place [B] promote genetic research[C] identify parent-child kinship [D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to______.[A]trace distant ancestors [B]rebuild reliable bloodlines[C]fully use genetic information [D]achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection [B]overlapping database building[C]excessive sample comparison [D]lack of patent evaluation.30. An appropriate title for the text is most likely to be__________.[A] Fors and Againsts of DNA testing [B] DNA testing and It’s problems[C] DNA testing outside the lab [D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started.When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developin g more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ____.[A] is subject groundless doubts [B] has fallen victim of bias[C] is conventional downgraded [D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system ______.[A] challenges economists and politicians [B] takes efforts of generations[C] demands priority from the government [D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that _____.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C] the U.S workforce has a better education[D] the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged _____.[A] when people had enough time [B] prior to better ways of finding food[C] when people on longer went hung [D] as a result of pressure on government35. According to the last paragraph , development of education ______.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ”According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritan s’theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England______.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders_______.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay______.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often ___.[A] influenced by superstitions [B] troubled with religious beliefs[C] puzzled by church sermons [D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection.41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation cere monies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46. It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47. Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 .While it is easy to ignore in our contact with them the effect of。
【考研必备】2009年考研英语真题及解析
2009年全国硕士研究生招生考试英语（一）试题Section I Use of EnglishDirections:Read the following text.Choose the best word(s)for each numbered blank and mark A,B,C or D on ANSWER SHEET1.(10points)Research on animal intelligence always makes us wonder just how smart humans are.1the fruit-fly experiments described by Carl Zimmer in the Science Times.Fruit flies who were taught to be smarter thanthe average fruit fly2to live shorter lives.This suggests that3bulbs burn longer,that there is a(n)4in notbeing too bright.Intelligence,it5,is a high-priced option.It takes more upkeep,burns more fuel and is slow6the starting line because it depends on learning—a(n)7process—instead of instinct.Plenty of other species are able to learn,and one of the things they’ve apparently learned is when to8.Is there an adaptive value to9intelligence?That’s the question behind this new research.Instead of casting a wistful glance10at all the species we’ve left in the dust I.Q.-wise,it implicitly asks what the real11of ourown intelligence might be.This is12the mind of every animal we’ve ever met.Research on animal intelligence also makes us wonder what experiments animals would13on humans ifthey had the chance.Every cat with an owner,14,is running a small-scale study in operant conditioning.We believe that15animals ran the labs,they would test us to16the limits of our patience,our faithfulness,our memory for locations.They would try to decide what intelligence in humans is really17,not merely howmuch of it there is.18,they would hope to study a(n)19question:Are humans actually aware of the worldthey live in?20the results are inconclusive.1 2 3 4 5 6 7 8 9 1 1 1 1.[A]Suppose.[A]tended.[A]thinner.[A]tendency[B]Consider[B]feared[C]Observe[C]happened[D]threatened[C]lighter[D]dimmer[D]Imagine[B]stabler[B]advantage[C]inclination[D]priority.[A]insists on[B]sums up.[A]off[B]behind.[A]incredible[B]spontaneous[C]inevitable[D]gradual[C]turns out[D]puts forward[C]over[D]along.[A]fight[B]doubt[C]stop[D]think.[A]invisible0.[A]upward1.[A]features2.[A]outside3.[A]deliver[B]limited[B]forward[C]indefinite[C]afterward[D]different[D]backward[D]costs[B]influences[C]results[B]on[C]by[D]across[D]apply[B]carry[C]perform1 1 1 1 26.[A]moderate[B]overcome[C]determine[C]after[D]reach[D]with7.[A]at[B]for8.[A]Above all[B]After all[C]However[D]Otherwise9.[A]fundamental[B]comprehensive[C]equivalent[D]hostile0.[A]By accident[B]In time[C]So far[D]Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts.Answer the questions below each text by choosing[A],[B],[C]or[D].Mark your answers on ANSWER SHEET1.(40points)Text1Habits are a funny thing.We reach for them mindlessly,setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine.“Not choice,but habit rules the unreflecting herd,”William Wordsworth said in the19th century.In the ever-changing21st century,even the word“habit”carries a negative connotation.So it seems paradoxical to talk about habits in the same contextas creativity and innovation.But brain researchers have discovered that when we consciously develop new habits,we create parallel paths,and even entirely new brain cells,that can jump our trains of thought onto new,innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit,we can instead direct our own change by consciously developing new habits.In fact,the more new things we try—the more we step outside our comfort zone—the more inherently creative we become,both in the workplace and in our personal lives.But don’t bother trying to kill off old habits;once those ruts of procedure are worn into the brain,they’re there to stay.Instead,the new habits we deliberately press into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,”says Dawna Markova,author of The Open Mind.“But we are taught instead to‘decide,’just as our president calls himself‘the Decider.’”She adds,however,that“to decide is to kill off all possibilities but one.A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware,she says.Researchers in the late1960 discovered that humans are born with the capacity to approach challenges in four primary ways:analytically, procedurally,relationally(or collaboratively)and innovatively.At the end of adolescence,however,the brain shuts down half of that capacity,preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure,meaning that few of us inherently use our innovative and collaborative modes of thought.“This breaks the major rule in the American belief system—that anyone can do anything,”explains M.J.Ryan,author of the2006book This Year IWill...and Ms.Markova’s business partner.“That’s a lie that we have perpetuated,and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.”This is where developing new habits comes in.21.In Wordsworth’s view,“habits”is characterized by being.[ [ [ [A]casualB]familiarC]mechanicalD]changeable.22.Brain researchers have discovered that the formation of habit can be.[ [ [ [A]predictedB]regulatedC]tracedD]guided23.“ruts”(Line1,Paragraph4)is closest in meaning to.[ [ [ [A]tracksB]seriesC]characteristicsD]connections24.Dawna Markova would most probably agree that.[ [ [ [A]ideas are born of a relaxing mindB]innovativeness could be taughtC]decisiveness derives from fantastic ideasD]curiosity activates creative minds25.Ryan’s comments suggest that the practice of standardized testing[ [ [ [A]prevents new habits from being formedB]no longer emphasizes commonnessC]maintains the inherent American thinking modelD]complies with the American belief systemText2It is a wise father that knows his own child,but today a man can boost his paternal(fatherly)wisdom—or at least confirm that he’s the kid’s dad.All he needs to do is shell out$30for paternity testing kit(PTK)at his local drugstore—and another$120to get the results.More than60,000people have purchased the PTKs since theyfirst become available without prescriptions last years,according to Doug Fogg,chief operating officer of Identigene,which makes the over-the-counter kits.More than two dozen companies sell DNA tests directly to the public,ranging in price from a few hundred dollars to more than$2500.Among the most popular:paternity and kinship testing,which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption.DNA testing is also the latest rage among passionate genealogists—and supports businesses that offer to search for a family’s geographic roots.Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing.All tests require a potential candidate with whom to compare DNA.But some observers are skeptical.“There is a kind of false precision being hawked by people claiming they are doing ancestry testing,”says Troy Duster,a New York University sociologist.He notes that each individual has many ancestors—numbering in the hundreds just a few centuries back.Yet most ancestry testing only considers a single lineage,either the Y chromosome inherited through men in a father’s line or mitochondrial DNA,which is passed down only from mothers.This DNA can reveal genetic information about only one or two ancestors,even though,for example,just three generations back people also have six other great-grandparents or,four generations back,14other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared.Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects.This means that a DNA database may have a lot of data from some regions and not others,so a person’s test results may differ depending on the company that processes the results.In addition,the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs1and2,the text shows PTK’s_________.[ [ [ [A]easy availabilityB]flexibility in pricingC]successful promotionD]popularity with households27.PTK is used to________.[ [ [ [A]locate one’s birth placeB]promote genetic researchC]identify parent-child kinshipD]choose children for adoption28.Skeptical observers believe that ancestry testing fails to________.[ [ [ [A]trace distant ancestorsB]rebuild reliable bloodlinesC]fully use genetic informationD]achieve the claimed accuracy29.In the last paragraph,a problem commercial genetic testing faces is________.[ [A]disorganized data collectionB]overlapping database building[ [C]excessive sample comparisonD]lack of patent evaluation30.An appropriate title for the text is most likely to be________.[ [ [ [A]Fors and Againsts of DNA TestingB]DNA Testing and Its ProblemsC]DNA Testing Outside the LabD]Lies Behind DNA TestingText3The relationship between formal education and economic growth in poor countries is widelymisunderstood by economists and politicians alike.Progress in both areas is undoubtedly necessary for the social,political,and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that it is,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recession and Japan at its pre-bubble peak,the U.S.workforce was derided as poorly educated and one of primary causes of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about95percent of the productivity of their Japanese counterparts—a result of the training that U.S.workers received on the job.More recently,while examing housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all,that’s how education got started.When our ancestors were hunters and gatherers10,000years ago, they didn’t have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity’s productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn’t constrain the ability of the developing world’s workforce tosubstantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn’t developing more quickly there than it is.31.The author holds in paragraph1that the importance of education in poor countries___.[ [ [ [A]is subject to groundless doubtsB]has fallen victim of biasC]is conventionally downgradedD]has been overestimated32.It is stated in paragraph1that the construction of a new education system_______.[ [ [ [A]challenges economists and politiciansB]takes efforts of generationsC]demands priority from the governmentD]requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that_______.[ [ [ [A]the Japanese workforce is better disciplinedB]the Japanese workforce is more productiveC]the U.S workforce has a better educationD]the U.S workforce is more organize34.The author quotes the example of our ancestors to show that education emerged______.[ [ [ [A]when people had enough timeB]prior to better ways of finding foodC]when people on longer went hungryD]as a result of pressure on government35.According to the last paragraph,development of education________.[ [ [ [A]results directly from competitive environmentsB]does not depend on economic performanceC]follows improved productivityD]cannot afford political changesText4The most thoroughly studied intellectuals in the history of the new world are the ministers and politicalleaders of seventeenth-century New England.According to the standard history of American philosophy, nowhere else in colonial America was“so much importance attached to intellectual pursuits.”According to many books and articles,New England’s leaders established the basic themes and preoccupations of an unfolding,dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally means to start with the Puritans’theological innovations and their distinctive ideas about the church-important subjects that we may not neglect.But in keeping with our examination of southern intellectual life,we may consider the original Puritans as carriers ofEuropean culture,adjusting to New World circumstances.The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts churches in the decade after1629,there were political leaders like John Winthrop,an educated gentleman,lawyer,and official of the Crown before he journeyed to Boston.These men wrote and published extensively,reaching both New World and Old World audiences,and giving New England an atmosphere of intellectual earnestness.We should not forget,however,that most New Englanders were less well educated.While few crafts men or farmers,let alone dependents and servants,left literary compositions to be analyzed,their thinking often had a traditional superstitious quality.A tailor named John Dane,who emigrated in the late1630s,left an account of his reasons for leaving England that is filled with signs.Sexual confusion,economic frustrations, and religious hope-all name together in a decisive moment when he opened the Bible,told his father that the first line he saw would settle his fate,and read the magical words:“Come out from among them,touch no unclean thing,and I will be your God and you shall be my people.”One wonders what Dane thought of the careful sermons explaining the Bible that he heard in Puritan churches.Meanwhile,many settles had slighter religious commitments than Dane’s,as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New World for religion.“Our main end was to catch fish.”36.The author notes that in the seventeenth-century New England_________.[ [ [ [A]Puritan tradition dominated political lifeB]intellectual interests were encouragedC]Politics benefited much from intellectual endeavorsD]intellectual pursuits enjoyed a liberal environment37.It is suggested in paragraph2that New Englanders________.[ [ [ [A]experienced a comparatively peaceful early historyB]brought with them the culture of the Old WorldC]paid little attention to southern intellectual lifeD]were obsessed with religious innovations38.The early ministers and political leaders in Massachusetts Bay________.[ [ [ [A]were famous in the New World for their writingsB]gained increasing importance in religious affairsC]abandoned high positions before coming to the New WorldD]created a new intellectual atmosphere in New England39.The story of John Dane shows that less well-educated New Englanders were often_____.[ [ [A]influenced by superstitionsB]troubled with religious beliefsC]puzzled by church sermons[D]frustrated with family earnings0.The text suggests that early settlers in New England________. 4[ [ [ [A]were mostly engaged in political activitiesB]were motivated by an illusory prospectC]came from different intellectual backgroundsD]left few formal records for later referencePart BDirections:In the following text,some segments have been removed.For Questions41-45,choose the most suitable one from the list A-G to fit into each of the numbered blanks.There are two extra choices,which do not fit in any of the blanks.Mark your answers on ANSWER SHEET1.(10points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the1860s,British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution.Spencer argued that all worldly phenomena,including human societies,changed over time, advancing toward perfection.41)____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s.Morgan helped found modern anthropology—the scientific study of human societies,customs and beliefs—thus becoming one of the earliest anthropologists.In his work,he attempted to show how all aspects of culture changed together in the evolution of societies.42)_____________.In the early1900s in North America,German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism.Historical particularism,which emphasized the uniqueness of all cultures,gave new direction to anthropology.43)_____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture.44)_______________. Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas.But a number of anthropologists in the early1900s also rejected the particularist theory of culture in favor of diffusionism.Some attributed virtually every important cultural achievement to the inventions of a few,especially gifted peoples that,according to diffusionists,then spread to other cultures.45)________________.Also in the early1900s,French sociologistÉmile Durkheimdeveloped a theory of culture that would greatly influence anthropology.Durkheim proposed that religious beliefs functioned to reinforce social solidarity.An interest in the relationship between the function ofsociety and culture became a major theme in European,and especially British,anthropology.[A]Other anthropologists believed that cultural innovations,such as inventions,had a single origin and passed from society to society.This theory was known as diffusionism.[B]In order to study particular cultures as completely as possible,he became skilled in linguistics,the studyof languages,and in physical anthropology,the study of human biology and anatomy.[C]He argued that human evolution was characterized by a struggle he called the“survival of the fittest,”in which weaker races and societies must eventually be replaced by stronger,more advanced races and societies.[D]They also focused on important rituals that appeared to preserve a people’s social structure,such as initiation ceremonies that formally signify children’s entrance into adulthood.[E]Thus,in his view,diverse aspects of culture,such as the structure of families,forms of marriage, categories of kinship,ownership of property,forms of government,technology,and systems of food production,all changed as societies evolved.[F]Supporters of the theory viewed culture as a collection of integrated parts that work together to keep a society functioning.[G]For example,British anthropologists Grafton Elliot Smith and W.J.Perry incorrectly suggested,on the basis of inadequate information,that farming,pottery making,and metallurgy all originated in ancient Egyptand diffused throughout the world.In fact,all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese.Your translation should be written carefully on ANSWER SHEET2.(10points)There is a marked difference between the education which every one gets from living with others,and the deliberate educating of the young.In the former case the education is incidental;it is natural andimportant,but it is not the express reason of the association.(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience,but this effect is not a part of its original motive.Religious associations began,for example,in the desire to secure the favor of overruling powers and to ward off evil influences;family life in the desire to gratify appetites and secure family perpetuity;systematic labor,for the most part,because of enslavement to others,etc.(47)Only gradually was the by-product of the institution noted,and only more gradually still was this effect considered as a directive factor in the conduct of the institution.Even today,in our industrial life,apart from certain values of industriousness and thrift,the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young,the fact of association itself as an immediate human fact,gains in importance. (48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition,it is not so easyas in dealing with adults.The need of training is too evident and the pressure to accomplish a change in theirattitude and habits is too urgent to leave these consequences wholly out of account.(49)Since our chief business with them is to enable them to share in a commonlife we cannot help considering whether or not we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50)We are thus led to distinguish,within the broad educational process which we have been so far considering,a more formal kind of education—that of direct tuition or schooling.In undeveloped social groups,we find very little formal teaching and training.These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.SectionⅢWritingPart A51.Directions:Restrictions on the use of plastic bags have not been so successful in some regions.“White Pollution”is still going on.Write a letter to the editor(s)of your local newspaper to1)give your opinions briefly,and2)make two or three suggestionsYou should write about100words on ANSWER SHEET2.Do not sign your own name at the end of the e“Li Ming”instead.Do not write the address.(10points)Part B52.Directions:Write an essay of160-200words based on the following drawing.In your essay,you should1)describe the drawing briefly,2)explain its intended meaning,and then3)give your comments.You should write neatly on ANSHWER SHEET2.(20points)网络的“近”与“远”2009年全国硕士研究生招生考试英语（一）答案详解Section I Use of English一、文章总体分析本文是一个有关动物智力话题的文章。
2009考研英语阅读真题解析和全文翻译(1994-2012)
2009Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative implication.So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try---the more we step outside our comfort zone---the more inherently creative we become, both in the workplace and in our personal lives.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth, “habit” is claimed by being[A] casual [B] familiar [C] mechanical [D] changeable.22. Brain researchers have discovered that the formation of new habit can be[A] predicted [B] regulated [C] traced [D] guided23. The word “ruts” (Line 1, paragraph 4) is closest in meaning to[A] tracks [B] series [C] characteristics [D] connections24. Dawna Markova would most probably agree that[A] ideas are born of a relaxing mind[B] innovativeness could be taught[C] decisiveness derives from fantastic ideas[D] curiosity activates creative minds25. Ryan ’s comments suggest that the practice of standard testing[A] prevents new habits from being formed[B] no longer emphasizes commonness[C]maintains the inherent American thinking model[D] complies with the American belief system全文翻译：Text 1习惯是一种有趣的现象。
2009年考研英语真题 真题解析
2009年考研英语真题真题解析IntroductionThe 2009 National Postgraduate Entrance Examination for English (also known as the Gaokao) is a highly significant examination in China. In this document, we will provide a comprehensive analysis of the 2009 exam, discussing the content, structure, and key strategies required to excel in this test. By focusing on understanding the exam format, reviewing the specific questions, and providing valuable insights, we aim to assist students in preparing effectively for the 2009 exam.Exam OverviewThe 2009 National Postgraduate Entrance Examination for English consists of three main sections: listening comprehension, reading comprehension, and translation and writing. The exam is designed to assess the applicants’ listening, reading, and writing skills in English. Each section of the exam carries a specific weightage and has its unique set of challenges.Listening ComprehensionThe listening comprehension section of the exam aims to evaluate the candidates’ ability to understand spoke n English in various situations. The questions are designed to test the applicants’ listening skills, including their comprehension of detailed information, understanding of speakers’ opinions, and ability to identify specific information from a passage.Candidates need to develop effective listening strategies to excel in this section. These strategies may include active listening, note-taking, and summarizing the main points of the passage. Furthermore, regular practice with listening exercises, audio recordings, and English language media can significantly enhance listening abilities.Reading ComprehensionThe reading comprehension section of the 2009 exam comprises a series of passages, each followed by a set of questions. This section assesses the candi dates’ ability to understand and analyze written English. The passages cover a wide range of topics, including literature, science, social issues, and more.To excel in the reading comprehension section, candidates should adopt various strategies such as skimming, scanning, and actively analyzing the passage. Skimming a passage helps candidates to quickly grasp its main idea, while scanning helps locate specific details. Additionally, candidates should pay attention to the organization and structure of the passage, as well as the relationship between different ideas.Translation and WritingThe translation and writing section of the 2009 exam requires candidates to translate a given Chinese passage into English and write an essay on a specific topic. This section evaluates the candidates’ translation skills and ability to express themselves fluently in written English.To excel in this section, candidates should practice translation exercises regularly, focusing on accuracy andcoherence. For the essay writing part, candidates should pay attention to structure, coherence, and clarity. It is crucial to plan the essay and organize ideas before writing, ensuring a logical flow of thoughts.Key Tips for Success1.Familiarize yourself with the exam format:Understanding the structure and requirements of eachsection is essential for efficient preparation.2.Develop a study plan: Create a study timetable andallocate sufficient time for each section of the exam.3.Practice regularly: Consistent practice, includingmock tests and past exam papers, can help to improveperformance and build confidence.4.Strengthen your weak areas: Identify the areaswhere you face difficulties and focus on improving thoseparticular skills.5.Utilize available resources: Make use of studymaterials, online resources, and guidance from experienced teachers or mentors.6.Time management: Understand the time constraintsof each section and practice managing time effectivelyduring preparation.ConclusionThe 2009 National Postgraduate Entrance Examination for English is a challenging test that requires careful preparation and strategic approaches. By understanding the exam format and structure, practicing regularly, and focusing on improving weak areas, candidates can enhance their performance and maximize their chances of success. With determination, consistent effort, and proper guidance, candidates can effectively tackle the exam and achieve their desired results.。
2009考研英语真题及答案解析
2009考研英语真题及答案解析2009年考研英语真题及答案解析2009年的考研英语真题是一次重要的考试，对考生们的英语水平进行了全面的考察。
本文将对2009年考研英语真题进行详细解析，并提供答案和解析，帮助考生更好地理解和应对考试。
一、阅读理解2009年的考研英语真题中，阅读理解部分占据了重要的位置。
这一部分主要考察考生的阅读能力和理解能力。
以下是真题中的一篇阅读材料及其答案解析。
阅读材料：In the United States, the social value of a college education has long been taken for granted. American parents expect their children to attend college, and college graduates have become the norm in the professional job market. Among the ten fastest-growing occupations, eight require an associate’s degree o r higher. In fact, experts predict that by 2008, about 90% of the fastest-growing jobs will require post-secondary education or vocational training.However, not all high school students are prepared for college-level work. Even those students who are academically prepared for college may not be able to afford it. Rising tuition (学费) has made college a luxury that is out of reach for many middle-income families.But cost is not the only reason a high school graduate might decide notto attend college. A university education is not appropriate or necessary forall careers. For example, vocational school or on-the-job training is often a better option for careers in the trades (工艺行业) or for those who want tobe business owners or operators. Some people simply choose not to go to college because they do not want to further their education in an academic setting.答案解析：1. According to the passage, what has become the norm in the professional job market in the United States?答案：College graduates.2. What does the author say about the fastest-growing occupations?答案：Eight out of ten of the fastest-growing occupations require a degree or higher education.3. Why do many high school graduates decide not to attend college?答案：The cost of college is one reason, and not all careers require a university education.通过对阅读材料的仔细阅读和理解，我们可以得出以上问题的答案。
2009年考研英语真题Text2解析
precision
precious
precise
hawk
claim
proclaim
reclaim
acclaim
exclaim
ancestry
怀疑的
准确度，精确
珍贵的，贵重的
准确的，精确的
散播（谣言等），鹰
要求，声称
宣告，声明
要求归还，收回
欢呼，喝彩
呼喊，惊叫
祖先
He notes that each individual has many ancestors-
sample
批评家，评论家批评的，危急ຫໍສະໝຸດ 评论，指责批评，评论
商业的，商业性的
商业，交际
委员会，委托代办
参考，提到
参考
参考数据库
样品，试样
Databases used by some companies
don’t rely on data collected systematically
but rather lump together information from different research projects.
adj.
adv.
n.
把…归并到一起
This means that a DNA database may have a lot of data from some regions
and not others,
so a person’s test results may differ depending on the company that processes the results.
亲子、亲族鉴定，
被收养的孩子可用它寻找生物学意义上的亲属；
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2009年在职硕士联考英语真题解析（文字版）来源：清华在线日期：2011年07月27日2009年在职攻硕考试联考英语二卷解析文字实录主持人：各位网友大家好！2009年在职攻硕考试第一天已经结束了，为了方便考生第一时间了解考试讯息，解答考生的疑惑，中国教育在线第一时间特邀请学苑教育曹书畅老师为本次做详细的真题解析。
下面我们就有请曹老师。
曹老师：大家好！很高兴和大家在这里见面。
我们今天把咱们刚考完的十月联考英语部分给大家做一个解析。
大家众所周知，我们这次十月联考英语部分整个考试情况，应该来讲还是比较顺利的，有很多同学给我发来了信息，报喜讯，说在阅读、语词，包括我们的作文几个部分，都取得非常好的成绩，那在这里也祝愿大家能顺利的拿到高分，这次考试。
那么大家知道，我们考完这个考试的同学都应该清楚，我们这次联考的英语部分，从总体来讲，应该说比历年的考试来说没有多大变化，包括题型和难度，那么在几个部分的题型上应该说和往年相比，我觉得还比较容易，你比如说我们各位学员都比较关注的题型，就是我们reading部分，因为这部分分值最高，那么在这个部分，大家都看到了，今年考试rea ding部分，仍然是还有往年的题型，这是第一。
第二，从难度上来讲，没有出现过多生词，可能只是在一些简单词汇上有一些生僻的含义，或者是我们在以前课上所提到可能不太涉及到的单词，比如说绰号（英文），这个单词大家可能不太清楚，是我们考的一篇文章。
但是大家也清楚，不管它怎么样考察，像类似的，比如我们讲到的花开两朵文章，（英文）和（英文），这篇文章，讲两个概念之间的区分，那么一个是定义，另外是一个细节题的考察，也考到了。
所以从整个命题思路和解题方法来看，应该说和历年考试没有多大差距。
从词汇的表达来看，那么今年考试词汇量，应该说在严格大纲范围之内，没有出现生词或者比较生僻的含义的单词。
那么在语词部分我们的翻译，包括我们的语法，还有我们的写作这几个题型。
那么我们今天要重点给大家分析一下，我们的作文题型。
因为考完试之后，有很多同学，觉得作文这个部分，可能拿分的把握性不是很大，不像翻译，讲的是移动办公，大家基本上单词都认识，句子主要考察还是定语从句，包括我们一些，上课都讲过的知识，但是作文大家写完之后，不知道自己能拿到9分、11分或者更高的一个分值，所以我们在这里，给大家把作文部分，稍微做一个分析。
那么，大家可以看到，在屏幕上有我们今年考的作文题目，就是A Threat for Animal s Endangered，那么对于现在来说，濒危野生动物所带来的威胁。
那么实际上在考试的时候，它在题目的下边，它写到几个小的标题，那么我记得应该是四句话，实际上这四句话，应该说参加过培训的学员，经验比较丰富的学员，应该讲比较清楚，它第一句话写的提出问题，让你说明一下，现在处于濒危状态的这些动物所面临的威胁，提出这个问题，这个非常像我们在课上讲的问答型文章，所以在第一段写的时候应该写一些For example，就是它面临的濒危物种有哪些问题，这是第一个问题。
第二个叫分析问题，不管它怎么去写的，或者它写一些reason，就是原因，为什么这些物种现在面临着灭绝，这个原因在哪里，那么你可以也要用一两个例子来举例，来说明这个原因怎么存在的。
那么提出问题、分析原因，最后是什么？其实我们很多同学非常清楚，最后应该是解决问题。
那么它会让你写出一些你所认为的比较好的解决方法。
我们咱们假设一下，如果你的学员如果按照这三个思路去写的，首先提出问题，这是第一段了。
第二个分析问题，你可能给出一个原因，因为现在的环境污染，很好，很容易写Environment protection。
如果你不会写这个词的话，你也可以写因为现在人，本身这个数量越来越多，越来越大，占据了很多野生物种的栖息地，这也可能是一个原因，不管你怎么写，实际上这个原因要写出来，这是第二段内容。
第三段如果你写到一些方法，比如说提高人的环保意识，你也可以说国家通过立法来解决这个问题，其实我们在课上讲过很多类似的文章，你比如说，我记得很清楚，在咱们学苑中心十月份强化班的联考中，咱们的作文课程，当时王老师讲的，就明确提到了一个题目，大家如果有印象的同学，如果按照这个题目写的，我觉得拿到11分到14分之间的成绩，应该没有太大问题，这个题目在咱们讲义的第三个部分，就是参考范文中的第一篇范文就是这个题目。
这个题目是这样写的，它写的是Environment protection，叫环境保护。
大家注意，濒危野生物种，Animals End angered它属于Environment protection的一个范围，如果把这个作文题目，分析比较透彻的学员，你会发现有很多的sentions，有很多examples，实际上你都可以去运用的。
我们举一句话，这个题目是这样写的，当然是第一段，大家可以找到自己的讲义，去拿到这个题目去看一看，Environment protection has become a world-wide problem，它说环境保护已经成为世界广泛的问题，其实你把这个词儿换一下，你可以换成Animals Endan gered，濒危物种濒危物种成为世界广泛关注的问题，这是第一段的第一句话，它叫什么？它叫扣题，因为我们知道作文实际上你要拿到一个14分，你首先第一段要把这个题目要扣到，第二句它写到 Considerable concerns on this matter have arisen，那么有很多人开始关心关注这个问题。
Considerable这个词，表示大量的意思，arisen表示出现。
sinc e environment is so important，为什么？因为环境是如此的重要，以至于整个来讲，对于全世界的生存人们来讲，那么这句话也可以照抄，那么你可以把environment换成Anima ls，换成物种都可以。
不管是物种也好，还是动物也好，一定是对于我们整个生存环境都是必不可少的。
所以在这个地方大家会发现，如果你在第一段的时候，你是这样去写的，当然你也可以不用这句话，你比如说用另外一些提出问题的句子，在我们讲义中的第一个部分写作模板中也有，比如说提出问题是怎么提出问题，大家看一下，你回忆一下你写的作文，他这样说，Nowadays, we have to face a problem that，今天我们必须面对一个问题，tha t是一个定语从句的连接词，什么问题？后面你可能需要写一个问题，这个问题会给人们的生活带来很大的问题，或者一个同谓语从句，这个问题是，是什么呢？濒危野生物种正在处于灭绝的状态，都可以。
那么也可以说Nowadays , more and more people are concerned about the problem，那么今天有许多人，越来越关注一个问题，后面有一个句子，你把这个问题写上就可以了，你如果是这样写的话，你第一段内容应该没有什么太大问题，但是如果经验比较丰富的同学，你在背下当时给大家的模板之后，你还能写出一些例句当然更好了，比如说你的例句如果按照这个范围去写的话，我觉得你的分数也会很高，不会有什么太大问题。
我们可以举几个例句看一下，你比如说Many wild animals face common threats，许多野生动物面临很多问题，它让你讲这个。
比如说第一个问题，这种栖息地的丧失，没有住的地方了，这些动物。
threatens the tiger，比如说你举几个动物，比如说老虎也好，butter fly蝴蝶也好，或者你随便写，或者是 hundreds of other animals，另外其他一些动物也好。
Over fishing过度捕鱼，threatens whales and many fish species威胁着很多物种的生存。
还可以写Chemical poisoning，什么？化学的这种污染，poisoning表示有毒的意思。
responsible for declines in animal populations，对于整个动物的物种带来一个很大的影响，所以你如果在第一段，你如果提到了一两个问题的话，那么这些濒危物种确实现在受到很大的威胁，要马上怎么样？灭绝了，把这个问题提出来，比如我们在讲阅读的时候讲过很多类似的概念，你首先提出问题，你要举出这个问题，为什么这么严重？举出几个F or example就可以了。
那么第二段的时候，你要写一个原因，这个问题是由于什么原因所造成的。
当然你要有一个祈使句怎么写？那么在模板中有这么一个句子，大家看你们是不是这样写的？它说The change/ phenomenon，当然你也可以写the problem，这个问题， is attributable / du e/ ascribable to是由于什么造成的，due to表示一个原因。
那么后边你可能需要，due to many reasons，或者是due to three reasons，或者due to几个reasons看你怎么写都可以。
那么后边你可以具体写一些原因，比如说你可以说，主要的原因是什么？比如说p oisoning from chemicals，这种来自于化学的有毒物质，或者是environmental pollutio n这种环境的污染，或者是warming of climate气候的变化，或者等等， noise pollutio n, over fishing都可以。
那么这个其实大家可以随意写，但是你在写第二段的时候，你应该说上一些reasons，那么当然有一些祈使句，其实我们在讲阅读，或者讲写作的时候，讲过很多类似的词，表示原因有很多词，比如说cause（音）造成，result导致，或者resul t in，或者是due to，这些词都可以表示原因，那么你后边可以写几个原因，比如说你可以写over fishing过度捕鱼，或者写environmental pollution也可以，或者写工业发展速度太快了也可以，或者写人口增长速度太快了，写什么都可以。
但是你写的时候，你可能需要把咱们的一些在讲义中所出现的句子，一定要写对，那么这个段落你就应该也是能拿到分的。
它讲的一些factures（音），讲的一些reasons，就是分析这个问题所产生的原因。
那么在分析完这些原因之后，第三段大家可以看到，应该讲的是什么？Solutions解决问题的方法，或者办法。
那么你怎么解决问题的方法？其实你在这段话的时候，你应该写出一个首句，这个首句可以这样子，People have figured out many ways to solve the pr oblem，人们现在已经想出了很多解决问题的方法，去解决这个问题。