2009年中山大学基础英语考研真题精讲精练
09考研英语真题
A.FOBB. CIFC. CFRD. FAS答案：B. .《1932年华沙——牛津规则》主要是为了解释CIF术语的，共有21条。
2. 在以规格与样品同时使用的出口贸易中，国外买方验货的质量依据一般为（）。
A. 规格B. 样品C. 规格和样品D. 规格或样品答案：C.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页脚内容1A.FOBB. CIFC. CFRD. FAS答案：B. .《1932年华沙——牛津规则》主要是为了解释CIF术语的，共有21条。
09英语考研真题
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 real11 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 the re 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 valuableduring 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 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 they a re doing ancestry testing,” says Trey Duster, a NewYork 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 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 intellectualdevelopment 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 edu cation. 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 welleducated. 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: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 ofthe 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 ritua ls 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 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 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年考研英语真题答案及解析
【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
【答案】 C
【考点】逻辑搭配
【解析】空所在的语境为： experiment on humans.显然表达的是在人身上进行试验，表示“在……进行试验”
只有用 perform experiment on，故答案为 C。
14.[A] by chance 偶然 [B] in contrast 相反 [C] as usual 照常 [D] for instance 例如
18.[A] Above all 首先 [B] After all 毕竟 [C] However 然而 [D] Otherwise 否则
【答案】 A
【考点】逻辑搭配
【解析】空所在的前后语境为：他们会测试……；它们会尽力去……； ，它们会希望研究……。显然这是三个
并列句，而最后一句的语义显然强于前面两句，表示强调的只有选项 A，故本题答案为 A。
一个技能就是知道何时需要停顿下来。
有限的智力是否也有着适应价值呢？这就是这次新研究后面的问题。这个问题并非是从智商的角度去回头
看那些已经灭绝的物种，而是隐含地询问我们智力的实际成本可能是什么。这一问题一直环绕在我见过的每一
个人。
对动物智力的研究也让我思考：如果动物有机会的话，它们会在人类身上进行什么样的实验。比如，每一
2009年考研英语真题
2009年考研英语真题1. IntroductionThe 2009 Graduate Entrance Examination for English (考研英语) is an important examination that tests the English proficiency of students applying for graduate programs in China. This article aims to provide an overview and analysis of the 2009 exam.2. Exam StructureThe 2009 exam consisted of three sections: listening comprehension, reading comprehension, and translation. Each section tested different skills and knowledge of the English language.2.1 Listening ComprehensionThe listening comprehension section tested the ability of the candidates to understand spoken English. It consisted of multiple-choice questions based on short conversations and long passages. The questions ranged from understanding specific details to overall comprehension of the audio material.2.2 Reading ComprehensionThe reading comprehension section tested the candidates’ ability to read and understand written English. It consisted of multiple-choice questions based on short passages and longer texts. The questions assessed the candidat es’ understanding of the main ideas, supporting details, and vocabulary usage.2.3 TranslationThe translation section tested the candidates’ ability to translate English sentences into Chinese. It required a good understanding of both English and Chinese language structures and proper usage of vocabulary.3. Analysis of the Exam3.1 Listening ComprehensionThe listening comprehension section in the 2009 exam was challenging, with a variety of question types and difficulty levels. The short conversations tested the candidates’ ability to understand everyday spoken English, while the longer passages required more in-depth comprehension. Timing was crucial, as candidates had limited time to listen and answer the questions.3.2 Reading ComprehensionThe reading comprehension section featured a mix of short passages and longer texts on various topics, such as science, history, and literature. The questions were designed to assess the candidates’ ability to comprehend the main ideas, draw logical inferences, and understand vocabulary in context. Some questions required close reading and analysis, making this section quite demanding.3.3 TranslationThe translation section tested the candidates’ language proficiency and translation skills. They were required to accurately translate English sentences into Chinese, taking into account the context and meaning of the original text. This section required a good understanding of both languages and the ability to convey concepts accurately.4. Preparation TipsHere are some tips for candidates preparing for the 2009 English exam:4.1 Listening Comprehension•Practice listening to various audio materials (such as podcasts or news broadcasts) to improve your listening skills.•Familiarize yourself with different English accents to ensure you can understand them during the exam.•Take mock listening exams to simulate the actual test conditions and improve your speed and accuracy.4.2 Reading Comprehension•Read a variety of English texts, including articles, essays, and academic papers, to expand your vocabulary and improve readingcomprehension.•Practice summarizing and analyzing the main ideas and supporting details of the texts you read.•Take timed reading comprehension tests to improve your speed and efficiency.4.3 Translation•Enhance your language skills by practicing translation exercises regularly.•Read and analyze translated texts to understand different translation techniques and strategies.•Familiarize yourself with specific vocabulary and expressions commonly used in the translation section of the exam.5. ConclusionThe 2009 Graduate Entrance Examination for English was a comprehensive test of English proficiency. Candidates needed a strong foundation in listening, reading, and translation skills to perform well. By understanding the exam structure and following the preparation tips provided, candidates could improve their chances of success in the exam.。
2009年6月研究生英语学位考试真题及答案
2009年6月研究生英语学位考试真题及答案2009---6Paper OnePart I Listening Comprehension (25 MINUTES, 20 POINTS)Section A (1 point each)Direction: In this section, you will hear nine short conversations between two speakers. At the end of each conversation。
question will be asked about what was said. The conversations and the questions will be read only once. Choose the best answer from the four choices given by marking the corresponding letter with a single bar across the square brackets on your machine-scoring Answer Sheet.1. A. Visit her parents.B. Go to the dentist.C. Meet her professor.D. Have a job interview.2. A. Bob is majoring in history.B. Bob is a little boring.C. He likes Bob very much.D. They should invite Bob to the party.3. A. The flight was delayed.B. She didn't like the movies.C. She had seen both movies before.D. No movies were shown on her flight.4. A. It’s drier.B. It’s wetter.C. It’s abnormal.D. It’s an average year.5. A. Western.B. Horror.C. Science fiction.D. Action.6. A. Wait for MikeB. Ask Mike to come.C. Pick Mike up in the morning．D. Stop working for the day.7. A. She doesn’t like playing tennis．B. She was thinking the same as the man.C. She had something else in mind.D. She had suggested the same thing earlier.8. A. Matt wants to be cheered up.B. Matt has lost himself.C. Matt worries little about the game.D. Martha feels a little depressed.9. A. The man is a coward.B. The man is too careful.C. Martha likes chicken very much.D. Martha is not the right person for him.Section B (1 point each)Directions: In this section you will hear two mini-talks. At the end of each talk, there will be some questions. Both the balks and the questions will be read to you only once. After each question, there will be a pause.. During the pause, you must choose the best answer from the four choices given .by marking the corresponding letter with a single bar across the square brackets on your machine-scoring Answer Sheet.Mini-talk One10. A. Mr. Lee always wastes time in class．B. Mr. Lee likes talking about history.C. Mr. Lee always feels bored in class．D. Mr. Lee is a little funny.11. A. Boring.B. Satisfactory.C. Inconsistent.D. Inspiring.12. A. Jim has taken a low end job.B. Jim has got a well-paid job.C. Jim is not hopeless in finding a job．D. Jim is desperate in finding a job.Mini-talk Two13. A. The control of drug trafficking in the United States．B. The anti-drug war about the border between Mexico and U.S．C. The investigation of the death of a retired U.S．general.D. The fight of corruption inside Mexican police.14. A. The criminal groups are growing very rapidly.B. The criminal groups can get more profits now.C. Mexican government has not been serious about the drug trade.D. Mexican government is effective in fighting the drug trade.15. A. 6,000B. 10,000C. 45,000D. 54,000Section C（1 point each)Directions; In this section, you will hear a short lecture. Listen to the recording and complete the notes about the lecture. You will hear the recording twice. After the recording, you are asked to write down your answers on the Answer Sheet. You now have 25 seconds to read the notes below.请在录音结束后把16-20题的答案抄写在答题纸上）16. For best results with the least risk, tomatoes should be planted when _________.17. Some larger tomatoes may need at least a meter and a half __________．18. The average air temperature should be about _________Celsius．19. There was a time when people thought tomatoes _________，which is not true.20. Some fruits may be called “vegetables” because they are used in delicious foods instead of__________.Section A (0.5 point each)Directions: There are ten questions in this section. Each question is a sentence with one word or phrase underlined. Below the sentence are four words or phrases marked A, B, C and D. Choose the word or phrase that is closest in meaning to the underlined one. Mark the corresponding letter with a single bar across the square brackets on your ,machine-scoring Answer Sheet.21．People who work overtime at any job are more likely to sustain a work-related injury than those who work their regular hours.A. maintainB. endureC. supportD. suffer22. These instruments are so powerful as to enable them to ascertain many facts of the deepest interest.A. put outB. find outC. wear outD. turn out23. Kunz looked set to become a star in his field, but he gave it all up after these failures.A. fixedB. stereotypedC. determinedD. built24. In the disciplines underlying our high-tech economy, America is steadily losing its global edge.A. borderB. superiorityC. appealD. territory25. The Chinese economy is less affected, so there is no reason to take a dim view of economic growth.A. pessimisticB. blackC. vagueD. positive26．The spacecraft touched down on schedule and the astronauts were helped out of it.A. launched B．operated C. landed D. crashed27. In the tropic rainforest there is a wide range of species peculiar to this area.A. specificB. oddC. distinctD. familiar28. The officer distributed among the youngster all the blankets and provisions, withholding himself only a canteen.A. keeping offB. keeping backC. keeping atD. keeping up29．These graduates are more than obliged to the college for the happy four years of college life.A. obligatoryB. reluctantC. indifferentD. grateful30. Regular exercise can keep you energetic and contribute to a productive life in the long run.A. athleticallyB. successivelyC. ultimatelyD. persistentlySection B (0.5 point each)Directions：There are ten questions in this section. Each question is a sentence with somethingmissing. Below each sentence are four words or phrases marked A, B, C and D. Choose the word or phrase that best completes the sentence. Mark the corresponding letter with a single bar across the square brackets on your machine-scoring Answer Sheet.31. Observers commented that loss of independence was too high a(n) _________ to pay for peace.A. costB. expenseC. expenditureD. price32. The journalist who had set out to obtain these important facts__________a long time to send them.A. spentB. tookC. passedD. consumed33．Telling your doctor about all the medicines you take may help avoid serious drug_________．A. interactionsB. interruptionsC. interventionsD. institutions34. Two dozen New Yorkers stood on the platform at the subway station, __________briefcases and newspapers·A. clippingB. clutchingC. clashingD. clarifying35．Each __________ effort a baby makes at speech is a sign of intellectual development.A. cordialB. compactC. clumsyD. chronic36. Iran has expanded its uranium enrichment activities__________ UN demands to scrap its nuclear-relatedprograms·A, in defiance of B. in line with C. in return for D. in relation to37．China moved to ________ its grain production when its grain output had kept declining for five consecutive years．A. turn upB. take upC. step upD. make up38．The most interesting thing ________ Americans is that they are brought up to believe they are the best at evervthing.A. withB. inC. fromD. about39. The dean asked the secretary if there were enough people _________to hold a faculty meeting.A. on purposeB. on endC. on handD. on average40. Visitors to this war museum are ___________ to see photos of mass massacre by Japanese soldiers．A. amazedB. startledC. wonderedD. startedPART III CLOZE TEST (10 minutes, 10 points, 1 point each)Directions: There are 10 questions in this part of the test. Read the passage through. Then go back and choose one suitable word or phrase marked A, B, C, or D for each blank in the passage. Mark the corresponding letter of the word or phrase you have chosen with a single bar across the square brackets on your machine-scoring Answer Sheet.It's a new world, and we barely seem to have noticed. Places we ____41_____ with inexpensive low-end manufacturing are going high-tech in a big ____42_____. The spotlight is mainly in China and India, for good_____43______. The Chinese economy is surging, ___44___ by increasingly sophisticated engineering, with products ____45____ from automobiles to semiconductors. India has nearly as _____46_____ an economy, powered by a cheap English-speaking labor force who ____47____ in software and services.Along with these ____48_____ giants，countries like Japan, South Korea and Singapore are also challenging America’s _____49_____ . If present trends continue, 90% of all the world’s scientists and engineers will be living in Asia _____50_____ 2010, according to Nobel Prize winner Richard E. Smalley, professor of chemistry and physics at Rice University:41. A. deal B. associate C. communicate D. concern42. A. scale . B. route C. Way D. dimension43. A. reason B. purpose C. effect D. health44. A. checked B. burned C. fueled D. extinguished45. A. varying B. differing C. changing D. ranging46. A. tragic B. drastic C. dynamic D. static47. A. surpass B. excel C. overtake D. bypass48. A. emerging B. diverging C. submerging D. merging49. A. manipulation B. presidency C. constitution D.dominance50. A. until B. in C. by D. beforePART IV READING COMPREHENSION (45 minutes, 30 points, 1 point each)Directions: In this part of the test, there are five short passages. Read each passage carefully, and then do the questions that follow Choose the best answer from the four choices given and mark the corresponding letter with a single bar across the square brackets on your machine-scoring Answer Sheet.Passage OneHeadphones used with MP3 digital -music players like the iPod may interfere with heart pacemakers（起搏器）and implantable defibrillators（除颤器），U.S．researchers said. The MP3 players themselves posed no threat to pacemakers and defibrillators, used to normalize heart rhythm. But strong little magnets inside the headphones can foul即the devices if placed within 1.2 inches of them, the researchers told an American Heart Association meeting inNew Orleans．Dr. William Maisel of the Medical Device Safety Institute in Boston led a team that tested eight models of MP3 player headphones，including clip-on and ear-plug types, in 60 defibrillator and pacemaker patients．They placed the headphones on the patients' chests，directly over the devices．The headphones interfered with the heart devices in about a quarter of the patients一14 of the 60一and interference was twice as likely in those with a defibrillator than with a pacemaker.Another study presented at the meeting showed that cellular phones equipped with wireless technology known as Bluetooth are unlikely to interfere with pacemakers.A pacemaker sends electrical impulses to the heart to speed up or slow heart rhythm. The magnet, however, could make it deliver a signal no matter what the heart rate is, the researchers said.An implantable defibrillator signals the heart to normalize its rhythm if it gets too fast or slow. A magnet could de-activate it, making it ignore an abnormal heart rhythm instead of delivering an electrical shock to normalize it.The devices usually go back to working the right way after the headphones are removed, the researchers said."The main message here is: it's fine for patients to use their headphones normally, meaning the夕can listen to music and keep the headphones in their ears．But what they should not do is put the headphones near their device,，，Maisel said in a telephone interview.So that means people with pacemakers or defibrillators should not place the headphones in a shirt pocket or coat pocket near the chest when they are not being used, and should not place them over their chest or have others who are wearing headphones rest their head on the patient's chest, Maisel said.51. How can MP3 digital music players hinder pacemakers and defibrillators?A. P3 players can interfere with heart pacemakers and defibrillators．B. The magnets inside the headphones can interfere with pacemakers and defibrillators．C. The loud music beats pose a threat to pacemakers and defibrillators．D. MP3 players are placed too close to pacemakers and defibrillators．52. Dr. William Maisel’s tests showed that ___________.A. headphones had interference with the heart devices in every patientB. half of the models of MP3 player headphones had interference with heart devicesC. headphones had much stronger interference with a defibrillator than with a pacemakerD. headphones had much stronger interference with a pacemaker than with a defibrillator53．Bluetooth is mentioned as an example of cell phones that _____________.A. have little interference with the heart devicesB. are used in the tests in Dr. William Maisel’s studyC. are equipped with wireless technologyD. will replace the MP3 player headphones54. The magnets inside the headphones can cause problems by _________.A. sending out electrical shock to damage heartsB. sending out signals to make hearts beat too slowC. seeding out signals to make hearts beat too fastD. making the heart devices malfunction55. People with pacemakers or defibrillators should __________.A. never use MP3 digital music playersB. not use MP3 headphonesC. not use the headphones near their heartsD. put the headphones in a pocket when they are not being used56. The writer’s purpose in writing this article is to ___________.A. report the effects of cell phones on heartsB. warn people not to use modern gadgetsC. compare different headphone productsD. inform people of the safe use of MP3 playersPassage TwoCyber crime is likely to bring about as much destruction as the credit crisis in the coming years if international regulation is not improved, some of the world’s top crime experts said Damage caused by cyber crime is estimated at $100 billion annually, said Kilian Strauss, of the Organization for Security and Cooperation in Europe (OSCE)．"These criminals outsmart us ten, or a hundred to one,，，Strauss told Reuters, adding more Internet experts were needed to investigate and tackle cyber crime.Criminal organizations are exploiting a regulatory vacuum to commit Internet crimes such as computer spying, money-laundering and theft of personal information, and the scope for damage is vast, experts told a European Economic Crime conference in Frankfurt. "We need multilateral understanding, account and oversight to a void, in the years to come, a cyber crisis equivalent to the current financial crisis,”Antonio Maria Costa, Executive Director of the United Nations Office on Drugs and Crime, said.Internet crime is also a threat to national security, they said. Several countries, including the United States, have voiced concern over some hackers’ abilities to electronically spy on them’and disrupt computer networks．Calls for greater regulation of the Internet come at a time of regulatory renaissance, with policymakers looking to support the powers of financial sector watchdogs in the wake of the global financial crisis．"Because of the transnational nature of identity-related crime, and especially of cyber-crime, if we do not tackle the crime everywhere we will not sol ve it anywhere,” Costa said.The President of Interpol, Khoo Boon Hui, said increasingly highly technological gangs from Asia, Eastern Europe and Africa～coming up with ever～sophisticated ways of swindling money from vulnerable people. He also said there was a trend of company bosses being bribed by fraudsters claiming to have guilty evidence about their firms.Strauss, who works as Senior Program Officer at the Office of the Coordinator of OSCE Economic and Environmental activities, said Internet crime watchdogs could learn a lot from criminals willing to switch sides．57. The main idea of the passage is that _________.A. cyber crime is as destructive as the credit crisis in the coming yearsB. damage caused by cyber crime is very serious and will get worseC. to fight cyber crime requires enhanced international regulationD. international organizations should be established to crush cyber crime58. According to Kilian Strauss, _____________.A. cyber criminals are 10 or 100 times smarter than Internet expertsB. Internet exerts are 10 or 100 times smarter than cyber criminalsC. as cyber criminals are very smart, more experts are needed to light against themD. the investigation of the cyber crime takes time and money59. Criminal organizations can commit internet crimes because _________.A. there is no effective regulationB. they can exploit the present regulationsC. no country has paid enough attention to themD．the current financial crisis has put the authorities at a loss60. To win the war against cyber crime; __________.A. policymakers should support their governments financiallyB. each country should solve its own problems effectivelyC. United States should play a very important roleD, international cooperation is crucial61. The underlined word swindling (in the 5th paragraph) is closest in meaning to “_______”.A. bribingB. cheatingC. corruptingD. robbing62. Straus believes that ___________.A. Internet security experts can learn a lot from cyber criminalsB. if cyber criminals will cooperate with the police, they can be helpfulC. Internet crime watchdogs will make cyber criminals shift groundsD. international」organizations can solve the problems of cyber crimePassage ThreeIt's hard to know who to trust these days．When we see people staging protests we think, Wow！These folks are passionate about their cause一otherwise, why would they stand in the rain for hours？But sometimes it's a show: You and even your Congressman may have been raised to power by manipulative marketers who pay serious money to hire protesters.It's a mean trick. Let's say you want to stage a political rally, but you just can't find enough people for a good turnout. What you need are folks with lots of time on their hands, who can be persuaded to make a fuss over almost anything.Solution: Head down to a homeless shelter and take out cash.No joke一hiring the homeless is catching on. Last October, a Georgia activist pushing a state law to crack down on illegal immigrants paid 14 homeless men ＄10 each to hold signs and march around. It worked. People thought the rally was genuine一a local radio station even broadcast it live. But listeners had no idea this was just a crowd for hire.Pay for rage works一the homeless get a little income and the lobbying group gets a crowd. The only losers are citizens and. the media, who think the whole show is legitimate. After 'a Phoenix TV station recently noticed rallies featuring the homeless, they asked some of the protesters, who were holding signs about a local labor dispute, what they were upset about. Many had no idea. "All we do is stand out here and hold the signs，，’said one.Some bold organizers have been known to "borrow'’ people's names. In one case a few years ago, members of Congress were swamped with telegrams about a telecom bill. But some constituents were confused when they got phone calls from their concerned Congressmen一because they'd never written in to begin with. It turned out that thousands of the telegrams were faked by a telecom-industry PR firm. Andguess what? No aspect of this campaign appears to have violated Postal Service regulations．That means your name could be used next in support of a corporate cause you've never heard of. All of this amounts to a corruption of our democratic system: You can't trust someone who's calling you about a political issue, and if you write to your Congressman, he might not trust that you haven't been manipulated.Maybe the solution starts with unmasking all those protest rallies that are just outrage-for-hire purchased down at the local shelter.63. From the first paragraph it can be learned that _________.A. those protesting in the cold rain are respectableB. most Congressmen were elected by fake votesC. in come cases protesters are hiredD. people staging protests are passionate64. Which of the following statements is true？A. The homeless tend to organize protests and rallies．B. Political rallies are sometimes manipulated by power and money.C. The homeless are to blame for deceiving the public and media.D. Political rallies attended by the homeless are on the decline.65．The passage implies that sometimes _________.A. people were deceived into believing that this was a real and legal rallyB. the hired protesters. knew clearly what they were pushing forC. such protests have never attracted any attentionD. organizers paid generously for these protesters66. The underlined sentence in Paragraph 4 "pay for rage works" means that _________.A. organizers of such rallies have to pay the participantsB. expressing anger can lead to good solutionsC. the homeless have to be paid moreD. hiring people to show your outrage is effective67. To shape the Congressmen's opinion, a telecom-industry PR firm ___________.A. asked the constituents to send telegrams to the CongressmenB. wrote to local residents for supportC. tried to violate Postal Service regulationsD. sent telegrams to the Congressmen in the names of local constituents68. Protest rallies of this kind might result in ___________.A. business deceptionsB. disappearance of political trustC. the increase of the homelessD. the collapse of a political partyPassage FourIt had been a long, brutal day on the sales floor for young Brent. He'd had his share of "ups"-what retail salespeople say when it's their turn with the next customer-and more than his share of downs．And now he was in danger of being shut out for the day.He hadn't been shut out in a long rime. Even in his early days with the company, he could always sell something to someone. He was a natural. But not on this day. This，of course, exposed him to some good-natured ridicule from his associates，who took not-so-secret delight in seeing the sales genius get his stroke of misfortune.Brent had more at stake here than just professional pride and reputation, however. Brent was a new father: He and his wife, Kay, had decided that she would be a full-time mom, which meant he would financially support the family. When he did well on the sales floor, finances weren't a problem. But when he struggled to make sales，the whole family struggled.Toward the end of the day, a man came in to buy a suit. This was potentially a good sale, the kind that can turn a bad day into a good one-just like that. Brent worked hard to make the sale. But the man hesitated. Brent knew all too well the look he saw in his eyes-the look of a customer about to walk out the doorempty-handed. When it became clear that the man was going to leave to do a little comparison shopping, Brent handed him his business card and invited him to return after he'd had a chance to look around.The man looked at Brent's card, then took a long look at Brent."So you're Brent's boy," the man said, referring to the card that identified him as Brent Jr."Do you know my dad?" Brent asked.“Sure do," the man said. They chatted for a moment, establishing the link between father and son. Then the man said, "Your dad's a good man. If you're anything like him…well, tell me again about that suit."Brent called his father that night, but not to recount the story. "I just wanted to thank you," he said, "for giving me a name I can be proud of."69. We can learn from Paragraph 2 that as a salesman Brent was ___________.A. creativeB. hard-workingC. experiencedD. warm-hearted70. The underlined words “stroke of misfortune" in Paragraph 3 are closest in meaning to ________.A. change of fateB. bad luckC. a rare opportunityD. an unexpected reward71. It is known from the passage that ____________.A. Brent's family had to struggle to make ends meetB. Brent's family had to experience a temporary hard timeC. the family's future depended on Brent and his wife keeping their jobsD：the family's well-being was closely related to Brent's sales performance72. As soon as the man entered the store to buy a suit,＿·A. Brent felt that his chance finally cameB ．Brent decided to chat with him for a whileC. Brent gave him his greeting and business cardDent was sure that he couldn'‘make t he sale73．Brent made a call to his father because heA. had had a good day on the sales floorB ．had met an old friend of his father’s earlier in the day·'E}-s proud of his～’s achievementD. was grateful for having a respectable name74. We can learn from the story that＿．A. we should cherish what we havekey to success is to never give即C. it is important to have a good reputationD. our family is the most valuable treasurePassage FiveIf the universality of immersion-style language programs, emergency test prep classes, tired college kids is any indication, cramming（临时抱佛脚）is a wildly popular study strategy. Professors frown upon it yet conspire by squeezing vast topics like "Evolution" or "World history 1914 to present" into the last week of a course. So is cramming effective or not? A new study by UC-San Diego psychologists confirms what you may suspect deep down: The answer is no. Hurried memorization is a ．hopeless approach for retaining information. But it's not all bad news. The team offers a precise formula for better study habits, arid it doesn't necessarily need dogged discipline and routine.To arrive at their prescription, the scientists tested the "spacing effect" on long-term memory. In other words，they wanted to know how the time gap between study sessions influences the ability to remember material on test day. They asked 1,354 volunteers to memorize 32 trivial facts, such as "Who invented snow golf?" (Rudyard Kipling) and "What European nation consumes the most spicy Mexican food?" (Norway)．Participants reviewed the answers anywhere from several minutes to several months after first learning them, and then～tested up to a year later.The findings？Students perform better when they space their study sessions rather than when they try to cram everything into their heads during one sitting.’ But for those who must cram, timing is everything. According to the researchers, if you have only one date on which to study, choose a day that's closer to when you first learned the material than when you take the test-but not too close. For instance, if you have a French lesson on Monday and a quiz the following· Monday, you should study on Wednesdayfor maximum retention. Tuesday is too early and Sunday is too late. If you want to remember something for a year, wait about a month to review what you learned.Hal Pashler, one of the lead authors, suspects that most crammers don't realize the error of their ways．"Even in the scientific community, cram type summer courses on new research methods are extremely popular," he told me in 几an email.‘`And I have never heard people who take these courses even notice the fact that they are a perfect prescription for rapid forgetting．”75．Which of the following can best describe professors，attitude towardcramming？A. Rationally rejecting．13}.,Xeasonably ignoring.C ．Readily accepting. D．Reluctantly helping. 76．The new study on cramming＿·AV&kes us confused about how to understand“B ．proves the correctness of the general understandingC，points out the problems with what's popularly knownD ．raises questions as to what should be avoided 77．Paragraph 2 mainly describes＿．A. the necessity of the testB. the procedure of the testC. the selection of the test subiectsVIC content of the test questions。
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”）。
(NEW)中山大学外国语学院《638基础英语》历年考研真题及详解
目 录2003年中山大学外国语学院352基础英语考研真题及详解2004年中山大学外国语学院352基础英语考研真题及详解2005年中山大学外国语学院352基础英语考研真题及详解2006年中山大学外国语学院348基础英语考研真题及详解2007年中山大学外国语学院738基础英语考研真题及详解2008年中山大学外国语学院616基础英语考研真题及详解2009年中山大学外国语学院628基础英语考研真题及详解2010年中山大学外国语学院622基础英语考研真题及详解2011年中山大学外国语学院632基础英语考研真题及详解2012年中山大学外国语学院632基础英语考研真题及详解2013年中山大学外国语学院637基础英语考研真题及详解2014年中山大学外国语学院638基础英语考研真题及详解2015年中山大学外国语学院638基础英语考研真题及详解2016年中山大学外国语学院637基础英语考研真题及详解2017年中山大学外国语学院638基础英语考研真题及详解2018年中山大学外国语学院638基础英语考研真题及详解2003年中山大学外国语学院352基础英语考研真题及详解Ⅰ. Reading (30%)Green Wave Washes Over Mainstream Shopping Research in Britain has shown that “green consumers” continue to flourish as a significant group among shoppers. This suggests that politicians who claim environmentalism is yesterday’s issue may be seriously misjudging the public mood.A report from Mintel, the market research organization, says that despite recession and financial pressures, more people than ever want to buy environmentally friendly products and a “green wave” has swept through consumerism, taking in people previously untouched by environmental concerns. The recently published report also predicts that the process will repeat itself with “ethical” concerns, involving issues such as fair trade with the Third World and the social record of businesses. Companies will have to be more honest and open in response to this mood.Mintel’s survey, based on nearly 1,000 consumers, found that the proportion who look for green products and are prepared to pay more for them has climbed from 53 percent in 1990 to around 60 percent in 1994. On average, they will pay 13 percent more for such products, although this percentage is higher among women, managerial and professional groups and those aged 35 to 44.Between 1990 and 1994 the proportion of consumers claiming to be unaware of or unconcerned about green issues fell from 18 to 10 percent but the number of green spender among older people and manual workers has risen substantially. Regions such as Scotland have also caught up with the south of England in their environmental concerns. According to Mintel, the image of green consumerism as associated in the past with the more eccentric members of society has virtually disappeared. The consumer research manager for Mintel, Angela Hughes, said it had become firmly established as a mainstream market. She explained that as far as the average person is concerned environmentalism has not “gone off the boil”. In fact, it has spread across a much wider range of consumer groups, ages and occupations.Mintel’s 1994 survey found that 13 percent of consumers are “very dark green”, nearly always buying environmentally friendly products, 28 percent are “dark green”, trying “as far as possible” to buy such products, and 21 percent are “pale green” tending to buy green products if they see them. Another 26 percent are “armchair greens”; they said they care about environmental issues but their concern does not affect their spending habits. Only 10 percent say they do not care about green issues.Four in ten people are “ethical spenders”, buying goods which do not, for example, involve dealings with oppressive regimes. This figure is the same as in 1990, although the number of “armchair ethicals” has risen from 28 to 35 percent and only 22 percent say they are, unconcerned now, against 30 percent in 1990. Hughes claims that in the twenty-first century, consumers will be encouraged to think more about the entire history of the products and services they buy, including the policies of the companies that provide them and that this will require a greater degree of honesty with consumers.Among green consumers, animal testing is the top issue—48 percent said they would be deterred from buying a product if it had been tested on animals—followed by concerns regarding irresponsible selling, the ozone layer, river and sea pollution, forest destruction, recycling and factor farming. However, concern for specific issues is lower than in 1990, suggesting that many consumers feel that Government and business have taken on the environmental agenda.Questions 1-6Do the following statements agree with the claims of the writer of the passage? In your answer booklet write YES, NO, or NOT GIVEN for each statement.1. The research findings report commercial rather than political trends.2. Being financially better off has made shoppers more sensitive to buying ‘green’.3. The majority of shoppers are prepared to pay more for the benefit of the environment according to the research findings.4. Consumers’ green shopping habits are influenced by Mintel’s findings.5. Mintel has limited their investigation to professional and managerial groups.6. Mintel undertakes market surveys on an annual basis.【答案与解析】1. YES(文章通篇没有多提政治，除了第一段“politicians claims environmentalism is yesterday’s issue”，本文更多的是从消费者的角度来讨论这一问题的。
09英语考研真题
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 to9 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 real11 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 unreflecti ng 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 decid e is to kill offall 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 goo d 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 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. Markov a’s comments suggest that the practice of standardtesting ?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 adoptedchildren 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 i s 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 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 ha ve 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 hi story 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 ourexamination 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 D ane 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: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 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 studyof 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 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 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)页脚内容10。
2009年考研英语真题答案完整版
2009年考研英语真题答案完整版：1-10 BADBC BDCAB11-20 CADDA DCBBD21-25 BDAAA26-30 ACAAB31-35DBBCC36-40 DDDAC41-45 35216Part 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 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.46题有人说，测量任何学校的价值是扩大和提高经验的影响，这种影响是最初动机的一部分47题只有逐渐注意机构的副产品，并且逐渐增多，它才能初人民认为是机构产品的一个直接因素。
【考研】2009年考研英语真题及答案
【考研】2009年考研英语真题及答案考研对于众多学子来说，是一场充满挑战和机遇的征程。
而考研英语作为其中的重要科目，其真题的研究对于备考具有至关重要的意义。
2009 年的考研英语真题，犹如一本承载着知识与智慧的厚重书籍，等待着我们去翻阅和解读。
在 2009 年考研英语的真题中，我们首先看到的是英语知识运用部分。
这一部分主要考查考生对词汇、语法等基础知识的掌握和运用能力。
题目涵盖了词汇的辨析、固定搭配、语法结构等多个方面。
比如，有关于近义词的区分，要求考生在细微的语义差别中做出准确的选择；还有对复杂句子结构的理解，需要考生清晰地把握句子的逻辑关系，从而找到正确的答案。
阅读理解部分一直是考研英语的重点和难点。
2009 年的阅读理解文章题材广泛，涉及社会科学、自然科学、人文艺术等多个领域。
这些文章不仅在语言上具有一定的难度，更在思想深度和逻辑推理方面对考生提出了较高的要求。
考生需要在有限的时间内，快速阅读并理解文章的主旨大意，捕捉关键信息，同时还要能够对文中的观点进行分析和判断。
新题型部分也是颇具特色。
无论是排序题、小标题匹配题还是段落填空，都考验着考生对文章整体结构和逻辑关系的把握。
这要求考生具备较强的综合分析能力和对语言的敏感度，能够在不同的题型中灵活运用解题技巧。
翻译部分则对考生的语言转换能力进行了考查。
考生需要将给定的英语句子准确、通顺地翻译成汉语，这不仅需要扎实的词汇和语法基础，还需要对中英两种语言的表达方式和文化背景有一定的了解。
写作部分包括小作文和大作文。
小作文通常是应用性的文体，如书信、通知等，考查考生在实际情境中的语言运用能力。
大作文则更注重考生的观点表达、论证能力和语言组织能力，要求考生能够用清晰、连贯的语言阐述自己的观点，并进行充分的论证。
接下来，我们来看一下 2009 年考研英语真题的答案。
对于每一道题目的答案，都有其背后的解题思路和依据。
在英语知识运用部分，答案的得出往往基于对词汇和语法的准确理解。
09年考研英语真题
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 thi s 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 unref lecting 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’r e 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 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, “T here 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 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 wo rk.What is the real relationship between education and economic development? We have to suspectthat continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When o ur 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, hu manity’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 subs tantially 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 es tablished 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 unc lean 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: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 afew, 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 ceremonies t hat 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 thatthe 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.。
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。
09英语考研精选题资料汇总
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 real11 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 the re 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 valuableduring 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 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 they a re doing ancestry testing,” says Trey Duster, a NewYork 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 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 intellectualdevelopment 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 edu cation. 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 welleducated. 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: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 ofthe 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 pr eserve 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 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 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)。
【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。
09英语考研真题
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 questi on 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 h abits; 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, th at “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 th e 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 wha t 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 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 standardtesting ?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 adoptedchildren 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 skeptic al, “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 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, th ey 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’sworkforce 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 traditionin 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 wo nders 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: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 ofculture 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 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 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. 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英语考研真题答案
2009英语考研真题答案【篇一：2005-2009年考研英语真题、答案及详解[精编版]】class=txt>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.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 to live shorter lives. this suggests that bulbs burn longer, that there is an in not being too terrifically bright.intelligence, it out, is a high-priced option. it takes more upkeep, burns more fuel and is slow the starting line because it depends on learning—a gradual — instead of instinct. plenty of other species are able to learn, and one of the things they‘ve apparently learned is when to is there an adaptive value to intelligence? that‘s the question behind this new research. i like it. instead of casting a wistful glance at all the specieswe‘ve left in the dust i.q.-wise, it implicitly asks what the real of our own intelligence might be. this is the mind of every animal i‘ve ever met.research on animal intelligence also makes me wonder what experiments animals would on humans if they had the chance. every cat with an owner, small-scale study in operant conditioning. we believe that animals ran the labs, they would test us to the limits of our patience, our faithfulness, our memory for terrain. they would try to decide what intelligence in humans is really of it there is. question: are humans actually aware of the world they live in? the results are inconclusive. 1.[a] suppose [b] consider[c] observe[d] imagine 2. [a] tended[b] feared [c] happened [d] threatened 3. [a] thinner[b] stabler [c] lighter [d] dimmer 4. [a] tendency [b] advantage[c] inclination [d] priority 5. [a] insists on[b] sums up [c] turns out [d] puts forward 6. [a] off[b] behind [c] over [d] along 7. [a] incredible[b] spontaneous [c]inevitable [d] gradual 8. [a] fight [b] doubt[c] stop[d] think19. [a] invisible[b] limited [c] indefinite[d] different10.[a] upward [b] forward [c] afterward [d] backward 11. [a] features[b] influences [c] results [d] costs 12. [a] outside[b]on[c] by [d] across 13. [a] deliver [b] carry [c] perform [d] apply 14. [a] by chance [b] in contrast [c] as usual[d] for instance 15. [a] if[b] unless[c] as[d] lest 16. [a] moderate [b] overcome [c] determine [d] reach 17. [a] at [b] for[c] after[d] with 18. [a] above all[b] after all [c] however[d] otherwise 19. [a] fundamental[b] comprehensive [c] equivalent [d] hostile 20. [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 ueflecting 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 thosethe hippocampus, they‘re there to stay. instead, the new habits we deliberately ingrain into ourselves create parallel pathwaysthat can bypass those old roads.―the fi rst 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. agood 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 collabo rative 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] guided 23.“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 system 25. 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 the2results.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 sh ows ptk‘s ______.[a]easy availability [b]flexibility in pricing[c] successful promotion[d] popularity with households 27. ptk is used to_______.[a] locate one‘s birth place [b] promote genetic research[c] identify parent-child kinship[d] choose children for adoption 28. 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 tobe__________.[a] fors and aga insts 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, andtoyota 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 even3when 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 educati on, 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 t han 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 overestimated 32. 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 force 33.a major difference between the japanese and u.s workforces is that_____. [a] the japanese workforce is better disciplined [b] thejapanese workforce is more productive [c] the u.s workforce has a better education [d] the u.s workforce is more organize 34. 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 government 35. 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 article s, 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 innovatio ns 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, letalone 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 thatis 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 d ane‘s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to thenew world for religion . ―our main end was to catch fish. ‖436. 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 earnings 40. 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 reference part 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 hey 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.________________.[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 social5structure, 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 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 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 and thrift, the intellectual and emotional reaction of the forms of human association under which the worlds 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【篇二：2009年考研英语一真题(附答案)】txt>section iuse of english 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 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 12the 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 15 animals 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 17 , not merely how much of it there is.18 , they would hope to study a 19question: 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 atext1habits 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 ueflecting 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 thathumans 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 per petuated, 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 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 formed b, 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.。
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【温馨提示】现在很多小机构虚假宣传，育明教育咨询部建议考生一定要实地考察，并一定要查看其营业执照，或者登录工商局网站查看企业信息。
目前，众多小机构经常会非常不负责任的给考生推荐北大、清华、北外等名校，希望广大考生在选择院校和专业的时候，一定要慎重、最好是咨询有丰富经验的考研咨询师.专业课的复习和应考有着与公共课不同的策略和技巧，虽然每个考生的专业不同，但是在总体上都有一个既定的规律可以探寻。
以下就是针对考研专业课的一些十分重要的复习方法和技巧。
一、专业课考试的方法论对于报考本专业的考生来说，由于已经有了本科阶段的专业基础和知识储备，相对会比较容易进入状态。
但是，这类考生最容易产生轻敌的心理，因此也需要对该学科能有一个清楚的认识，做到知己知彼。
跨专业考研或者对考研所考科目较为陌生的同学，则应该快速建立起对这一学科的认知构架，第一轮下来能够把握该学科的宏观层面与整体构成，这对接下来具体而丰富地掌握各个部分、各个层面的知识具有全局和方向性的意义。
做到这一点的好处是节约时间，尽快进入一个陌生领域并找到状态。
很多初入陌生学科的同学会经常把注意力放在细枝末节上，往往是浪费了很多时间还未找到该学科的核心，同时缺乏对该学科的整体认识。
其实考研不一定要天天都埋头苦干或者从早到晚一直看书，关键的是复习效率。
要在持之以恒的基础上有张有弛。
具体复习时间则因人而异。
一般来说，考生应该做到平均一周有一天的放松时间。
四门课中，专业课（数学也属于专业课）占了300分，是考生考入名校的关键，这300分最能拉开层次。
例如，专业课考试中，分值最低的一道名词解释一般也有4分或者更多，而其他专业课大题更是动辄十几分，甚至几十分，所以在时间分配上自然也应该适当地向专业课倾斜。
根据我们的经验，专业课的复习应该以四轮复习为最佳，所以考生在备考的时候有必要结合下面的内容合理地安排自己的时间：第一轮复习：每年的2月—8月底这段时间是整个专业复习的黄金时间，因为在复习过程遇到不懂的难题可以尽早地寻求帮助得到解决。
这半年的时间相对来说也是整个专业复习压力最小、最清闲的时段。
考生不必要在这个时期就开始紧张。
很多考生认为这个时间开始复习有些过早，但是只有早准备才能在最后时刻不会因为时间不够而手忙脚乱。
对于跨专业的考生来说，时间安排上更是应当尽早。
完全可以超越这里提到的复习时间，例如从上一年的10月份就开始。
一般来说，第一轮复习的重点就是熟悉专业课的基本理论知识，多看看教材和历年试题。
只有自己有了阅读体验，才能真正有自己的想法，才能有那种很踏实的感觉。
暑假期间，在准备公共课或者上辅导班的同时，继续学习专业课教材，扩大知识量。
复习的尺度上，主要是将专业课教材精读两遍以上，这里精读的速度不宜太快，否则会有遗漏，一般每天弄懂两到三个问题为宜。
由于这段时间较长，考生完全可以把专业问题都吃透。
事实上，一本专业课的书，并非所有的东西都能够作为考试内容，但是重要的内容则会不厌其烦地在不同年份的考卷中变换着面孔出现。
所以，考生在第一遍精读的时候就需要把这些能够成为考题的东西挖掘出来，整理成问答的形式。
第二轮复习：每年的9月—12月中旬这个时段属于专业课的加固阶段。
第一轮复习后总会有许多问题沉淀下来，这时最好能够一一解决，以防后患。
对于考生来说，这4个月是专业知识急剧累积的阶段，也是最为繁忙劳累的时候。
在专业课复习上，这段时间应该主要看近年的学术期刊以及一些重要的学术专著，边看书边做读书笔记，并整理以前的听课笔记。
一项这是十分重要的工作，因为复习的重点会往公共课上倾斜，专业课复习所占的时间也会缩短。
此时需要注意本年度涉及所考专业的热点问题。
在复习的尺度上，应该逐渐抛开书本，将书本中的知识点用自己的语言写出来，整理成精练的笔记。
然后看自己的笔记并形成自己的东西，因为考试是需要用笔来表达的。
所以，把第一次精读过后的那些重点问题用答卷的方式写一遍，效果是十分突出的。
再根据本专业的情况，翻查其他的参考用书，将新的知识点补上。
一般来说，专业课不可能只涉及一两本书，不排除出现一些超越范围的考题。
因此，可以根据考过的同学的建议去精读其他的参考书，把重要的内容补充上去。
第三轮复习：12月中旬—考前一周这个时候的专业课复习主要是认真看第一轮和第二轮复习时积累下来的读书笔记和听课笔记，不断加深印象，试着自己给自己出题并且结合本年度的热点问题试图去猜一下专业考题，并想想该怎么答，训练一下解题思路和技巧。
复习的尺度方面，则是查阅本年度该专业最新的热点问题以及报考导师目前研究的主要课题等，把这些补充上去，整个的复习笔记就比较完整了。
在补充和扩展的过程中，查询网站、期刊等都是很好的手段。
另外，因为考试临近，考生应该注意调节自己的专业兴奋程度，积极地和考研盟友针对某些问题进行辩论，汲取对方的复习心得。
然后，有针对性地进行查缺补漏和深化理解。
第四轮复习：考前一周—考前一天如果这个时候还有很多问题依然得不到解决，那么就不要再费心血去搜集答案了。
这是一个博弈的阶段，把自己熟悉的问题尽量把握好才是关键。
这里突出强调的就是要学会调整心态，准备应考，让自己找到考试的感觉。
这段时间，主要是默默地体会所有的知识要点和热点问题，把心态和作息时间调整到最佳，保证考场中的理想发挥。
最主要的策略——历年试题、笔记、热点问题考研不同于其他的考试，它有着独特的考试形式和内容，因此复习也应该有相应的方法和节奏。
认真研究历年试题，分析出题方向和特点，这是专业课备考的关键。
这里强调两点：一是分析试题这项工作要提早，因为这对你看各种考研书籍和资料有重要的指导意义；另外不仅要思考，还要动笔，要认认真真把每一道考研题落实到字面上，你会发现很多原来没有想到过的东西。
同时，这种训练可以避免真正考试时因时间仓促和心理压力带来的表达上的不成熟。
有些学校的部分专业没有指定的参考书目，这样真题就更为重要了。
真题不是拿来做完了事的，要从命题人的角度、命题者的思路去推测出题偏好，推测这个院系的教学风格。
考生复习时，每复习一遍或每过一段时间，就应该拿出真题研究一下，结合年内的行业热点（无论是文科还是理科，其核心期刊总会反映年度热点问题）和近期理论界的研究争论焦点进行分析。
事实证明，考生对专业真题的钻研确实可以让考生猜到那么几十分的题目。
专业课的真题，要训练对分析题的解答，把自己的答案切切实实写在纸上，不要打腹稿（这样有时候感觉自己给分点都答到了，实际上却相差很远），再反复对照自己和参考答案（如果有的话）的差别，分析答题角度，揣摩命题人意图，并用同一道题在相隔一定时间后反复训练，慢慢完善自己此类题型的解答方法。
历年题是专业课的关键，而融会贯通则是关键中的关键。
考研的专业课考题大体有两种类型，一种是认知性质的考题，另一种是理解与应用型的，而且以后一种居多。
因此，同学们在复习时绝不能死记硬背条条框框，而应该看清条条框框背后所包含的东西，并且加以灵活运用。
在复习时，首先要把基本概念、基本理论弄懂，然后要把它们串起来，多角度、多层次地进行思维和理解。
由于专业的各门功课之间有着内在的相关性，如果能够做到融会贯通，无论对于理解还是记忆，都有事半功倍的效果。
考生完全可以根据历年的考题，在专业课本中划出历年涉及的重点，有针对性、有侧重点地进行复习。
针对笔记、真题以及热点问题，下面的提纲可能会比较快速地让考生朋友掌握以上的内容：1专业课笔记一般来说，大部分高校的专业课都是不开设专业课辅导班的，这一点在05年的招生简章中再次明确。
因此对于外校考生，尤其是外地区考生，也就是那些几乎不可能来某高校听课的考生，专业课笔记尤为重要。
可以说，笔记是对指定参考书最好的补充。
如果条件允许，这个法宝一定要志在必得。
在具体操作上，应先复习书本，后复习笔记，再结合笔记来充实参考书。
笔记的搜集方法，一般来说，有的专业比较热门，可以在市面上买到它的出版物；有的专业笔记在网上也可能搜集到，这需要考生多花一些时间；还有的专业由于相对冷门，那么考生就需要和该专业的同学建立联系，想办法把笔记弄到手。
2专业课历年真题真题是以前的考试题，是专业课的第一手资料，它更是法宝中的法宝。
对于真题，不能只满足于看上去会做，而是应该去整体分析，分析其中的出题规律和出题范围。
万事万物，必有规律可循，试题也不例外。
因此要尽量去弄到更多的试题，最好能够搜集全最近五年的实考题。
经过严密地分析和研究，以下规律浮出水面：1.五年之内，论述题一般不会重复，这是出题人出题的主体思路；2.简答题三年之内不会重复，三年之外很有可能重复，毕竟专业考试的出题范围有限，考生可以结合前面讨论的复习方法来比较和分析；3.名词解释题三年之外必有重复，有些更是经常考到，成为常考点，多多留意；4.密切关注常考点和不考点（五年之内没有考过的点），这两个点都极可能是下次考试的重点，这也是前面所提及的。
3热点问题和热点论文试题一般由专业课的导师出，至少有部分由导师出（其他可能由题库抽取）。
一般来说，某专业课的学术领导人，在出题的时候往往会把自己目前正在研究的课题放到考试中去，这已经成为一个非常公开的秘密。
如果事先未读过相关的论文，其后果可想而知。
因此对于导师的论文，特别是该专业的学术带头人的文章，一定要在复习专业课的基础上细心研读。
结语总之，从心理到实战，考研对每一个选择它的人都赋予了公平的起点和特别的困难。
当你选择考研时，你要相信自己是勇敢的，与众不同的。
而当你的毅力和努力让你有一天相信自己能够战胜这个挑战时，你就离胜利不远了。
2009年中山大学基础英语考研真题精讲精练《育明教育：公共课复习的两个“务必”和两个“坚持”》务必要养成多记忆多分析多总结的习惯，务必要坚持以真题为纲的理念。
要坚持多看几个版本的真题，要坚持选择那些答案解析全面的参考书。
第一个务必：首先，无论英语还是政治，很多知识点都是需要去记忆的，尤其是政治。
如果能够把基本的知识点记忆牢固，想不得高分都难。
其次，公共课在几年以内基本都是同一批人来出题，即使更换老师，也是循序渐进的；即使是变革性的，那么由于这些年龄比较大的出题人的知识背景等都很相近，所以在出题思路等各个方面也不会有太大的变化。
换言之，考试是有规律可循的。
这一点也适合专业课。
再次，多总结，才能够形成自己的一套比较实用的技巧和方法。
别人讲的再好，也是别人的，距离自己能够灵活运用还是有一定的差距的。
第二个务必：无论是政治英语，还是专业课，都要坚持做真题。
真题之外的练习题或者模拟题，和真题相比水平差距太大，而且出题没有思路，不适合来练习考研的答题思路。
充其量只适合找答题的感觉和锻炼答题的时间。
第一个坚持：公共课的真题要多选择几个版本的，以四个为佳。
每个老师对真题的理解和分析是不同的，通过对比，我们或许可以形成自己的技巧和方法，正所谓“兼听则明，偏信则暗”。