2019考研英语语法解析:过去完成时_毙考题
考研英语语法 过去、现在完成时详解附译文
考研英语语法过去、现在完成时详解附译文现在完成时现在完成时既涉及过去,又联系现在,主要有两种用法。
一、表示过去发生或已经完成的某一动作对现在造成的影响或结果.常与just(刚刚),already(已经),never(从来没有),ever(曾经),before (以前),yet(仍然),once(一次),twice(两次),many times(很多次),how many times(多少次),so far(迄今为止),during the past (last)three years(最近三年来)等连用.※副词的位置:(1)just常用于肯定句中,放在have / has后,Hehas just come .(2)never表示否定, 放在have / has后, Hehas never visited the Great Wall.(3)ever用于疑问句中,句型为: Have / Has+主语+ever+过去分词?“…曾经……过吗?”用于询问某人过去的经历.Have you ever been to the farm?(4)before用于句末,The woman has never heard of that before.(5)yet 用于句末或not 之后.Has the train arrived yet? No, notyet.(6)already用于肯定句, have / has 之后或句末.We have already finishedit.(7)so far用于句首或句末. So far, we have visited the moon.二、表示过去已经开始,一直延续到现在的动作或状态.时间状语有:(1)for+表示一段时间的词语I have taught English for 19 years.(2)since+表示过去时间点的词语He has been at this school since 1986.(3)since+表示过去的时间状语从句I have lived here since I was born.(4)since+一段时间+ago. I have known him since 20 years ago. ►过去完成时过去完成体,顾名思义,就是表示在过去某一时间之前已经发生或完成的动作,也就是我们所说的“过去的过去”。
过去完成时中考真题
外研版英语过去完成时中考真题一、初中英语过去完成时1.—Are you surprised at the ending of the movie?—No, because I ___________ the story.A. readB. will readC. have readD. was reading【答案】 C【解析】【分析】句意:—你对这部电影的结局感到惊讶吗?—不惊讶,因为我读过这个故事。
根据语境判断,这本书已经读过,应该用现在完成时态来表示,故答案为C。
【点评】考查现在完成时态。
主语为第一人称故动词应使用原形。
2.We are too tired. Please stop __________ a rest.A. to haveB. havingC. haveD. has【答案】 A【解析】【分析】句意:我们是在太累了,停下来休息一下吧。
stop to have a rest.固定搭配故选A【点评】注意时态一致,3.By the time the alarm clock went off, My mother had already _________.A. wake me upB. wake up meC. waken up meD. waken me up【答案】 D【解析】【分析】句意:闹钟响时,我妈妈已经把我叫起来了。
根据句意,动词应用过去完成时,用had +动词的过去分词。
wake up是动副结构,代词作宾语必须放中间,故选D。
【点评】考查本单元的目标句型,只要熟练背诵句型,找出答案很简单。
4.By the time I got to school, I realized that I ________ my backpack at home.A. have forgottenB. had forgottenC. have leftD. had left【答案】 D【解析】【分析】句意:我到学校的时候,我意识到我把书包忘在家里。
过去完成时易错题(word)
过去完成时易错题(word)一、初中英语过去完成时1.—We all went to the park except you last weekend. Why didn't you come?—Because I the park twice.A. have gone toB. had gone toC. had been toD. have been to【答案】 C【解析】【分析】have gone to去了(尚未回).have been to去过(已回),根据句意在last weekend之前去过,所以用过去完成时,故选C。
【点评】本题考查过去完成时的用法,表示在过去某一时间前已经发生的动作。
2.Jake _____his key in the office so he had to wait until his wife _______ home.A. has forgotten … comesB. forgot… comeC. had left… cameD. had left…would come【答案】 C【解析】【分析】句意:杰克把他的钥匙丢在办公室了,因此他不得不等到他的妻子回家。
结合语境可知前文描述的是过去某时前已经完成的动作,故用过去完成时态。
下文指的是过去某时的动作,故用一般过去时态。
选C。
【点评】英语中的时态主要是借助于时间状语与上下文语境来进行判断。
解答此类题型,首先要注意句子中的时间状语,如果没有则要通过分析上下文,结合语境来判断句子的时态。
3.By the time I finished my homework,my mother .A. sleptB. has been asleepC. was asleepD. had been asleep【答案】 D【解析】【分析】由上文“By the time ”和“ finished”可知此处应为过去完成时,故选D.【点评】考查过去完成时。
英语 过去完成时考点解析(Word版附答案)
外研版英语过去完成时考点解析(Word版附答案)一、初中英语过去完成时1.By the time of last year, she the piano for five years.A. learntB. has learntC. had learntD. will learn【答案】C【解析】【分析】句意:到去年的时候,她已经学了五年钢琴了。
由时间状语By the time of last year可知这里是指在这个时间之前已经完成的动作,应该用过去完成时:had+动词的过去分词。
故答案为C。
【点评】考查过去完成时。
掌握过去完成时的构成和用法。
2.Simon ________ the piano for ages when he gave his first concert.A. has playedB. is playingC. had playedD. will play【答案】 C【解析】【分析】句意:西蒙举行第一次音乐会时,他已经弹了很多年钢琴了。
根据时间状语when he gave his first concert.可知此处用过去的时态,表示先弹钢琴弹了很多年,然后开了音乐会,表示过去的过去,应该用过去完成时:had+动词的过去分词,故答案为C。
【点评】考查过去完成时。
掌握过去完成时的意义(过去的过去)和构成:had+动词的过去分词。
3.We are too tired. Please stop __________ a rest.A. to haveB. havingC. haveD. has【答案】 A【解析】【分析】句意:我们是在太累了,停下来休息一下吧。
stop to have a rest.固定搭配故选A【点评】注意时态一致,4.Jake _____his key in the office so he had to wait until his wife _______ home.A. has forgotten … comesB. forgot… comeC. had left… cameD. had left…would come【答案】 C【解析】【分析】句意:杰克把他的钥匙丢在办公室了,因此他不得不等到他的妻子回家。
2019考研英语语法解析:虚拟语气表假设_毙考题
下载毙考题APP免费领取考试干货资料,还有资料商城等你入驻邀请码:8806 可获得更多福利2019考研英语语法解析:虚拟语气表假设学习语法和学习语言是相辅相成的,英语水平要提升,语法知识点必须要熟练掌握。
基础复习阶段,对于遇到的相关语法一定要弄懂弄会。
小编分解各个语法知识点,帮助大家一一攻克。
下面是虚拟语气表假设语法知识点解析:2019考研英语语法解析:虚拟语气表假设状语从句相当于汉语的假如… 要是… 等。
请看一个句子:If she invites me tomorrow, I shall go to the party. 如果她明天邀请我参加聚会,我就去。
这是个带条件从句的主从复合句,是直接的陈述语气,主句谓语动词用将来时,从句谓语动词用现在时代替将来时,表示能实现的动作。
这句话说明说话人认为邀请的可能性较大。
此句的条件是只要她邀请我,去这一动作就能实现。
请把这句话与下面虚拟语气的带条件从句的主从复合句进行比较:1) If she invited me, I should go to the party. 假如她邀请我参加聚会,我就去。
(说话人认为邀请的可能性较小或不可能。
)这句话主句谓语动词用过去将来时,从句谓语动词用一般过去时,其含义是:She will probably not invite me, so I shall not go to the party. 她很可能不会邀请我参加聚会,所以我不会去。
2) If she had invited me yesterday, I should have gone to the party. 假如她昨天邀请我参加聚会,我就去了。
这句话主句谓语动词用should + have + 过去分词形式,从句用过去完成时,对过去发生的事情进行虚拟假设,表示与过去事实相反的情况,其含义是:She didn’t invite me yesterday, so I didn’t go to the party. 她昨天没有邀请我参加聚会,因此我没有去。
中考英语过去完成时(2019年)
stop ---- stopped drop ------- dropped
2. 不规则动词的变化见课本 94---96 页
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过去完成时讲解及练习试题.docx
过去完成时1.概念:去生或已完成的作在造成的影响或果,或从去已开始,持到在的作或状。
2. 状: recently, lately, since ⋯for ⋯,in the past few years, etc.3.基本构: have/has + done4.否定形式: have/has + not +done.5.一般疑句: have 或 has 提前概念:去完成表示在去某一或作之前已生或完成了的作,即 " 去的去( past-in-the-past)"。
----|--------------------------|-------------------------------|---------------------------->那以前那在构成:去完成由 " 助 had +去分"构成,其中had通用于各种人称。
They had already had breakfast before they arrived at the hotel.She had finished writing the composition by 10:00 this morning.二、过去完成时的判断依据1.由时间状语来判定一般说来,各种时态都有特定的时间状语。
与过去完成时连用的时间状语有:( 1 ) by +过去的时间点。
如: I had finished reading the novel by nine o'clock last night.( 2 ) by the end of +过去的时间点。
如: We had learned over two thousand English words by the end of last term.( 3 ) before +过去的时间点。
如: They had planted six hundred trees before last Wednesday.2.由" 过去的过去 " 来判定。
中考英语过去完成时试题(有答案和解析)
中考英语过去完成时试题(有答案和解析)一、初中英语过去完成时1.By the time I locked the door, I realized I my keys at home.A. had repairedB. had changedC. had forgottenD. had left【答案】 D【解析】【分析】句意为“到我锁门的时候,我才意识到把钥匙忘在家里了”,表示“把某物遗忘在某处”要用leave。
该动作发生在realized之前,用过去完成时,故选D。
【点评】本题考查过去完成时的用法。
2.Sue didn't go to see the film with us last week because she ________________ it with her mother.A. has seenB. had seenC. will seeD. saw【答案】 B【解析】【分析】句意:苏上星期没和我们一起去看电影,因为她和她妈妈一起看过了。
A.已经看了,现在完成时;B.已经看了,过去完成时;C.将看,一般将来时;D.看了,一般过去时。
Sue和妈妈看了电影的影响是上周Sue没有和我们看电影,所以用完成时,根据didn't可知是与过去有关,所以用过去完成时,结构是had+动词过去分词,see的过去分词是seen,故选B。
【点评】考查过去完成时,注意平时识记其结构,理解句意。
3.Jake _____his key in the office so he had to wait until his wife _______ home.A. has forgotten … comesB. forgot… comeC. had left… cameD. had left…would come【答案】 C【解析】【分析】句意:杰克把他的钥匙丢在办公室了,因此他不得不等到他的妻子回家。
【英语】过去完成时考点+例题-全面解析(word)
【英语】过去完成时考点+例题-全面解析(word)一、初中英语过去完成时1.—Are you surprised at the ending of the movie?—No, because I ___________ the story.A. readB. will readC. have readD. was reading【答案】 C【解析】【分析】句意:—你对这部电影的结局感到惊讶吗?—不惊讶,因为我读过这个故事。
根据语境判断,这本书已经读过,应该用现在完成时态来表示,故答案为C。
【点评】考查现在完成时态。
主语为第一人称故动词应使用原形。
2.—Peter, _______ you _______ your homework?—Not yet, I'll do it at once.A. have; finishedB. Did; finishC. Will; finish【答案】 A【解析】【分析】句意:——皮特,你完成作业了吗?——还没有,我马上做。
根据Not yet, I'll do it at once.可知此处问你的作业完成了吗,所以句子时态用现在完成时,现在完成时的结构have+done,故选A。
【点评】此题考查句子时态。
要根据上下文的联系确定句子时态。
3.By the end of last month, Jane _____ enough money for the poor sick boy.A. raisedB. would raiseC. had raisedD. has raised【答案】 C【解析】【分析】句意:在上个月末,珍已经为贫穷的生病的孩子筹集到了足够的钱。
根据By the end of last month,可知句子的时态为过去完成时,C是过去完成时结构,故答案是C。
【点评】考查过去完成时,注意过去完成的时的判定方法。
4.By the time I finished my homework,my mother .A. sleptB. has been asleepC. was asleepD. had been asleep【答案】 D【解析】【分析】由上文“By the time ”和“ finished”可知此处应为过去完成时,故选D.【点评】考查过去完成时。
2019九年级英语全册 Unit 12 Life is full of the unexpected过去完成时知识梳理人教新目标版
专项语法——过去完成时【概念引入】过去完成时的概念:过去完成时表示过去某一时间或动作以前已经发生或完成了的动作。
它表示动作发生的时间是“过去的过去”。
表示过去某一时间可用by, before等构成的短语,也可用when, before等引导的从句或通过上下文提示等。
His eyes shone brightly when he finally received the magazine he had long expected.当他终于收到他盼望已久的杂志时,他兴奋得两眼闪光。
By the time he was twelve, Edison had begun to make a living by himself.12岁时,爱迪生就开始自己谋生。
【用法讲解】1. 过去完成时的构成1)过去完成时基本构成形式: had +过去分词。
We had reached the top of the hill before midnight.在半夜之前我们已登上了山顶。
2)过去完成时的否定形式: had + not + 过去分词。
They hadn’t finished the work when we got there.我们到那儿时,他们还没有完成工作。
3)过去完成时的一般疑问句及其回答形式:疑问句要把had提到句首;回答用Yes, 主语+ had. / No, 主语+ hadn’t.—Had he told you to go there earlier yesterday? 他昨天告诉过你早点儿到那儿吗?—Yes, he had. (No, he hadn’t.) 是的,他告诉了。
(不,他没有。
)注意:had not 常简略为hadn't。
2. 过去完成时的用法过去完成时的主要用法和现在完成时一样。
不同的是,过去完成时把时间推移到了过去某一时间之前,与现在无关。
1)过去完成时表示在过去某一时间或动作以前已经完成了的动作。
2019考研英语语法解析:英语完成时态_毙考题
2019考研英语语法解析:英语完成时态_毙考题态,顾名思义,是指一件事存在的状态,有完成(全部完成)和未完成(部分完成)两种。
而我们在学习时一说起完成时态,同学们经常想到的是事情完成了这一种状态,常常忽略了第二种情况,那就是事情没有全部完成,只是完成了一部分。
这种情况在生活中也是常常出现的,比如说我需要阅读5篇文章,现在我读完3篇文章了。
这种情况就属于部分完成。
所以,以后我们在说到完成时态时,也要考虑到事情可能没有做完,只是完成了一部分这种情况。
换言之,完成时就是截止到某个时间,汇报一下事情完成的状况,可以是全部完成,也可以是部分完成。
现在完成时是指截止到现在,汇报事情完成的状况;过去完成时是指截止到过去某点,汇报事情完成的状况;将来完成时是指截止到将来某点,汇报事情完成的状况。
下面就以现在完成时为例来讲解一下完成时的用法。
现在完成时,时间截点为现在,即看待问题的角度是站在现在往前看完成的状况,动作发生在现在的之前,可能做完了,也可能没有做完。
在说话者心目中,动作所产生的影响或后果,所造成的状态,在截止时间的当时或稍后依然存在,或仍有联系。
这也是说话者关心的焦点。
包括以下三种情况:1.一个发生在时间截止点之前的动作,或者是在时间截止点之前已完成的动作; Jane has gone to London. 珍妮已去伦敦。
(表示现在之前已完成的动作)2.一个在时间截止点之前重复的动作;We have had four tests so far this semester. 这学期,我们到现在为止已经考过四次了。
(表示现在以前重复发生的行为)3.一个一直进行到时间截止点的动作;I have known him for more than ten years. 我认识他已经十多年了。
(表示现在以前一直进行的行为)在现在完成时中,动作是否在时间截止点之后仍要进行不是我们关心的焦点。
如果要表示动作在时间截止点之后仍要进行需用完成进行时。
英语过去完成时的用法总结及练习题附答案.doc
英语过去完成时的用法总结及练习题附答案定义过去完成时(pastperfect)表示在过去某一时间或动作之前已经发生或完成了的动作或状态。
它表示句子中描述的动作发生在“过去的过去”。
基本结构主语+had+过去分词vpp.(done)①肯定句:主语+had+过去分词.②否定句:主语+had+not+过去分词.③一般疑问句:Had+主语+过去分词?肯定回答:Yes,主语+had.否定回答:No,主语+hadnot.④特殊疑问句:特殊疑问词或词组+一般疑问句(Had+主语+过去分词)?基本用法(1)表示在过去某一时刻或动作以前完成了的动作,也可以说过去的时间关于过去的动作。
即“过去的过去”。
可以用by,before等介词短语或一个时间状语从句来表示,也可以用一个表示过去的动作来表示,还可能通过上下文来表示。
例如:Bynineo’clocklastnight,wehadgot以来他就在那家工厂工作。
(3)叙述过去发生的事情,在已叙述了过去发生的事情后,反过来追述或补述以前发生的动作时,常使用过去完成时。
例如:Mr.Smithdiedyesterday.Hehadbeenagoodfriendofmine.史密斯先生昨天去世了。
他以前是我的好友。
Ididn’tknowathingabouttheverbs,forIhadnotstudiedmylesson.我对动词一无所知,因为我没有好好学习功课。
(4)在含有定语从句的主从复合句中,如果叙述的是过去的事,先发生的动作常用过去完成时。
例如:IreturnedthebookthatIhadborrowed.我已归还了我借的书。
Shefoundthekeythatshehadlost.她丢失的钥匙找到了。
(5)过去完成时常常用在told,said,knew,heard,thought等动词后的宾语从句(或间接引语)中,这时从句中的动作发生在主句表示的过去的动作之前。
过去完成时专题复习含答案解析推荐精选
过去完成时专题复习含答案解析推荐精选一、初中英语过去完成时1.Everything he ____ away from him before he returned to his hometown.A. tookB. had been takenC. had had been takenD. had taken【答案】 C【解析】【分析】句意为:他所拥有的一切在他回家之前都被拿走了。
根据题干中的before he returned to his hometown,可知主句的谓语动词要用过去完成时,又因everything 与take 之间存在动宾关系,且everything 作take 的宾语,谓语动词要用被动语态,过去完成时的被动语态的基本构成是had been +过去分词,第一个had表示拥有的意思,后面的had been taken是过去完成时的被动语态。
故选C。
【点评】考查过去完成时的被动语态的基本构成。
2.— How long has the train been away?— Sorry. I don't know. By the time I got here, the train ________.A. has leftB. was leavingC. had been awayD. had left【答案】 C【解析】【分析】句意:——火车离开多久了?——很抱歉。
我不知道。
我到这儿的时候,火车已经离开了。
由By the time I got here可知该用过去完成时,所以选C。
【点评】考查动词时态。
3.By the time I locked the door, I realized I my keys at home.A. had repairedB. had changedC. had forgottenD. had left【答案】 D【解析】【分析】句意为“到我锁门的时候,我才意识到把钥匙忘在家里了”,表示“把某物遗忘在某处”要用leave。
英语过去完成时答题技巧及练习题(含答案)及解析
英语过去完成时答题技巧及练习题(含答案)及解析一、初中英语过去完成时1.Mr. Smith ________ in a car factory for ten years before he came to China.A. had workedB. worksC. is workingD. will work【答案】 A【解析】【分析】句意:史密斯先生来中国前在一个汽车厂工作十年了。
根据before he came to China,可知他来汽车厂发生在来中国前,所以句子时态是过去完成时,had worked,故选A。
【点评】此题考查过去完成时。
根据时间状语确定句子时态。
2.—Peter, _______ you _______ your homework?—Not yet, I'll do it at once.A. have; finishedB. Did; finishC. Will; finish【答案】 A【解析】【分析】句意:——皮特,你完成作业了吗?——还没有,我马上做。
根据Not yet, I'll do it at once.可知此处问你的作业完成了吗,所以句子时态用现在完成时,现在完成时的结构have+done,故选A。
【点评】此题考查句子时态。
要根据上下文的联系确定句子时态。
3.Jake _____his key in the office so he had to wait until his wife _______ home.A. has forgotten … comesB. forgot… comeC. had left… cameD. had left…would come【答案】 C【解析】【分析】句意:杰克把他的钥匙丢在办公室了,因此他不得不等到他的妻子回家。
结合语境可知前文描述的是过去某时前已经完成的动作,故用过去完成时态。
下文指的是过去某时的动作,故用一般过去时态。
过去完成时总复习经典例题、习题(word)1
过去完成时总复习经典例题、习题(word)1一、初中英语过去完成时1.—Are you surprised at the ending of the movie?—No, because I ___________ the story.A. readB. will readC. have readD. was reading【答案】 C【解析】【分析】句意:—你对这部电影的结局感到惊讶吗?—不惊讶,因为我读过这个故事。
根据语境判断,这本书已经读过,应该用现在完成时态来表示,故答案为C。
【点评】考查现在完成时态。
主语为第一人称故动词应使用原形。
2.We are too tired. Please stop __________ a rest.A. to haveB. havingC. haveD. has【答案】 A【解析】【分析】句意:我们是在太累了,停下来休息一下吧。
stop to have a rest.固定搭配故选A【点评】注意时态一致,3.— What do you think of the young lady?— She is hard-working. She ________ all her effort into her work before she got ill.A. has putB. putC. had putD. would put【答案】 C【解析】【分析】句意:——你认为这位小姐怎样?——她很勤奋。
她生病前把她所有的精力都投入到她的工作中。
根据时间状语从句before she got ill.可知主句动作是过去的过去,该用过去完成时态:had+过去分词,故答案为C。
【点评】考查过去完成时。
理解句意并掌握过去完成时表示过去的过去,构成为:had+过去分词。
4.By the first day of August, 2007, the PLA ________ for eighty years.A. foundedB. has foundedC. has been foundD. had been founded【答案】 D【解析】【分析】句意:到2007年8月1日为止,中国人民解放军已经成立了80年了。
2019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 SHEET 1. (10 points)Research on animal intelligence always makes us wonder just how smart humans are. 1 the fruit-fly experiments described by Carl Zimmer in the Science Times. 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 a(n) 4 in not being too bright.Intelligence, it 5 , 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(n) 7 process— 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 to9 intelligence? That’s the question behind this new research. 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 we’ve ever met.Research on animal intelligence also makes us 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 locations. 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(n) 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 into the unconscious comfort of famili ar 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 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, h owever, 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 IWill...and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it foste rs 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] casual[B] familiar[C] mechanical[D] changeable.22. Brain researchers have discovered that the formation of habit can be .[A] predicted[B] regulated[C] traced[D] guided23. “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 standardized t esting[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 systemText 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 out $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 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, 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 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 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 Its 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 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 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 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 economi c 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 fi nding 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 paragraph 1 that the importance of education in poor countries ___.[A] is subject to groundless doubts[B] has fallen victim of bias[C] is conventionally downgraded[D] has been overestimated32. It is stated in paragraph 1 that the 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 hungry[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 intellectuals 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 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 after 1629, 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 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 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 won ders 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 life[B] intellectual interests were encouraged[C] Politics benefited much from intellectual endeavors[D] intellectual pursuits enjoyed a liberal environment37. 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 NewEnglanders 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 intellectual backgrounds[D] left few formal records for later referencePart BDirections:In the following text, some segments have been removed. For Questions 41-45, 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 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 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 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 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 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 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 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 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 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 easy as 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 about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. Do not write the address. (10 points)Part B52. Directions:Write an essay of 160-200 words 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 SHEET 2. (20 points)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。
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2019考研英语语法解析:过去完成时
学习语法和学习语言是相辅相成的,英语水平要提升,语法知识点必须要熟练掌握。
基础复习阶段,对于遇到的相关语法一定要弄懂弄会。
小编分解各个语法知识点,帮助大家一一攻克。
下面是过去完成时语法知识点解析:
2019考研英语语法解析:过去完成时
一律用had + 过去分词构成。
用法:
1)表示发生在过去某一时间或动作之前的事情,即过去的过去。
用过去完成时,必须有一个过去的时间或动作来作参照,说明在此之前某事已发生。
如果两个动作都是在过去发生的,先发生的用过去完成时,后发生的用一般过去时。
例如:
She told me she had been there three times before. 她告诉我她以前到过那里三次。
( 去过发生在告诉之前)
How long had he taught here by the end of last term? 到上学期末为止,他在这里教学多长时间啦? ( 教学发生在上学期末结束之前)
When we arrived, the football match had already begun. 我们到的时候,足球赛已经开始了。
She had visited China twice before she came this year. 她今年来中国之前已访问过中国两次了。
2)过去完成时动词可以表示过去某一时刻之前发生的动作或呈现的状态,这一动作一直持续到过去这一时刻或将继续下去。
例如:
By the middle of last month, I had lived in Beijing for five years. 到上月中旬,我已在北京住了五年了。
By six o’clock they had worked for eight hours. 到六点为止,他们已工作八小时了。
When I came to Shanghai, he had been there for a long time. 我到上海时,他在那里很长时间了。
3)过去完成时动词常用于间接引语和虚拟语气,我们以后会详细讲述。
4)此外,过去完成时常用于no sooner…than… 和hardly(scarcely) …when… 这两个句型,前面部分用过去完成时,后面部分用一般过去时。
例如:
No sooner had he stolen the purse than he was caught red-handed. = He had no sooner stolen the purse than he was caught red-handed. 他刚偷到钱包就被当场抓获。
Saddam had hardly realized what was happening when he was captured. = Hardly had Saddam realized what was happening when he was captured. 萨达姆还没有意识到在发生什么事情就被抓获了。
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