2009考研英语阅读理解精读100篇(3)
2009考研英语阅读理解精选试题及答案解析
2009考研英语阅读理解精选试题及答案解析Unit1Part 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 1It's plain common sense - the more happiness you feel, the less unhappiness you experience. It's plain common sense, but it's not true. Recent research reveals that happiness and unhappiness are not really two sides of the same emotion. They are two distinct feelings that, coexisting, rise and fall independently.People might think that the higher a person's level of unhappiness, the lower their level of happiness and vice versa. But when researchers measure people's average levels of happiness and unhappiness, they often find little relationship between the two.The recognition that feelings of happiness and unhappiness can co-exist much like love and hate in a close relationship may offer valuable clues on how to lead a happier life. It suggests, for example, that changing or avoiding things that make you miserable may well make you less miserable, but probably won't make you any happier. That advice is backed up by an extraordinary series of studies which indicate that a genetic predisposition for unhappiness may run in certain families. On the other hand, researchers have found happiness doesn't appear to be anyone's heritage. The capacity for joy is a talent you develop largely for yourself.Psychologists have settled on a working definition of the feeling - happiness is a sense of subjective well-being. They have also begun to find out who's happy, who isn't and why. To date, the research hasn't found a simple formula for a happy life, but it has discovered some of the actions and attitudes that seem to bring peoplecloser to that most desired of feelings.Why is unhappiness less influenced by environment? When we are happy, we are more responsive to people and keep up connections better than when we are feeling sad. This doesn't mean, however, that some people are born to be sad and that's that. Genes may predispose one to unhappiness, but disposition can be influenced by personal choice. You can increase your happiness through your own actions.1. According to the text, it is true thatA．unhappiness is more inherited than affected by environment.B．happiness and unhappiness are mutually conditional.C．unhappiness is subject to external more than internal factors.D．happiness is an uncontrollable subjective feeling.2. The author argues that one can achieve happiness byA． maintaining it at an average level.B．escaping miserable occurrences in life.C．pursuing it with one's painstaking effort.D．realizing its coexistence with unhappiness.3. The phrase "To date" (Par.4) can be best replaced byA．As a result.B．In addition.C．At present.D．Until now.4. What do you think the author believes about happiness and unhappiness?A．One feels unhappy owing to his miserable origin.B．They are independent but existing concurrentlyC．One feels happy by participating in more activities.D．They are actions and attitudes taken by human beings.5. The sentence "That's that" (Par. 5) probably means: Some people are born to be sadA．and the situation cannot be altered.B．and happiness remains inaccessible.C．but they don't think much about it. D．but they remain unconscious of it.。
2009年考研英语真题原文与答案完整版
2009年考研英语真题原文及答案完整版Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning - a gradual 7 - instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain.They would try to decide what intelligence in humans is really 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 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 allpossibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system - that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by 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 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 have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literarycompositions 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 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 ?mile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society 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.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 humanassociation 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:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points) 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) 答案Section I Use of English1-5 BADBC 6-10 ADCBD11-15 DBCDA 16-20 CBAACSection II Reading ComprehensionPart A21-25 ABCAA 26-30 ACDAB31-35 DBBAC 36-40 BBDACPart B41-45 CEABGPart C46. 可以说，任何社会制度的价值在于它对扩大和改进经验方面的影响，但是这种影响并不是它原来的动机的一部分。
2009年考研英语阅读理解精读100篇（高分版）TEXT2
TEXT 2 He emerged, all of a sudden, in 1957: the most explosive new poetic talent of the English post-war era. Poetry specialised, at that moment, in the wry chronicling of the everyday. The poetry of Yorkshire-born Ted Hughes, first published in a book called "The Hawk in the Rain" when he was 27, was unlike anything written by his immediate predecessors. Driven by an almost Jacobean rhetoric, it had a visionary fervour. Its most eye-catching characteristic was Hughes’s ability to get beneath the skins of animals: foxes, otters, pigs. These animals were the real thing all right, but they were also armorial devices-symbols of the countryside and lifeblood of the earth in which they were rooted. It gave his work a raw, primal stink. It was not only England that thought so either. Hughes’s book was also published in America, where it won the Galbraith prize, a major literary award. But then, in 1963, Sylvia Plath, a young American poet whom he had first met at Cambridge University in 1956, and who became his wife in the summer of that year, committed suicide. Hughes was vilified for long after that, especially by feminists in America. In 1998, the year he died, Hughes broke his own self-imposed public silence about their relationship in a book of loose-weave poems called "Birthday Letters".In this new and exhilarating collection of real letters, Hughes returns to the issue of his first wife’s death, which he calls his "big and unmanageable event". He felt his talent muffled by the perpetual eavesdropping upon his every move. Not until he decided to publish his own account of their relationship did the burden begin to lighten. The analysis is raw, pained and ruthlessly self-aware. For all the moral torment, the writing itself has the same rush and vigour that possessed Hughes’s early poetry. Some books of letters serve as a personalised historical chronicle. Poets’letters are seldom like that, and Hughes’s are no exception. His are about a life of literary engagement: almost all of them include some musing on the state or the nature of writing, both Hughes’s own or other people’s. The trajectory of Hughes’s literary career had him moving from obscurity to fame, and then, in the eyes of many, to life-long notoriety. These letters are filled with his wrestling with the consequences of being the part-private, part-public creature that he became, desperate to devote himself to his writing, and yet subject to endless invasions of his privacy. Hughes is an absorbing and intricate commentator upon his own poetry, even when he is standing back from it and good-humouredly condemning himself for "its fantasticalia, its pretticisms and its infinite verballifications". He also believed, from first to last, that poetry had a special place in the education of children. "What kids need", he wrote in a 1988 letter to the secretary of state for education in the Conservative government, "is a headfull [sic] of songs that are not songs but blocks of refined and achieved and exemplary language." When that happens, children have "the guardian angel installed behind the tongue". Lucky readers, big or small. 1．The poetry of Hughes’s forerunners is characteristic of ______ [A] its natural, crude flavor. [B] its distorted depiction of people’s daily life. [C] its penetrating sight. [D] its fantastical enthusiasm. 2.The word "vilified" (Line 3, Paragraph 2)most probably means _____ [A] tortured [B] harassed [C] scolded [D] tormented 3．According to the third paragraph, Hughes’s collection of letters are _____ [A] personal recollection of his life. [B] personalised historical chronicle of his literary engagement. [C] reflections of his struggle with his devotion and the reality. [D] his meditation on the literary world. 4. From the letters, we may find the cause of Hughes’s internal struggle is _____ [A] his devotion to the literary world. [B] that he is a part-private, part-public creature. [C] that he is constrained by the fear of his privacy being invaded. [D] his fame and notoriety. 5. By "lucky readers" in the last sentence, the author means_____ [A] children who read poetry. [B] children who have a headfull of songs. [C] children who own blocks of refined and achieved and exemplary language. [D] children who have the guardian angel installed behind the tongue 篇章剖析： 本⽂讲述了英国诗⼈特德·休斯作品的特点和其所反映的诗⼈的⼀些情况。
2009考研英语阅读翻译(正文+选项)
2009 Text 1习惯是一种有趣的现象。
我们无意识地养成了习惯，任由大脑自动操作，且不知不觉在熟悉的常规中感到轻松舒适。
“并非选择，而是习惯会控制那些没有思想的人。
”19世纪时，威廉·华兹华斯说。
在千变万化的21世纪，甚至“习惯”这个词本身也带有负面涵义。
因此，在创造和革新的背景下来谈论习惯，似乎显得有点矛盾。
但大脑研究人员发现，当我们有意识地培养新的习惯，就创建了平行路径，甚至是全新的脑细胞，可以让我们思绪的列车跳转到新的创新轨道上来。
我们不用因为自己是受习惯影响的一成不变的生物而否定自己，相反我们可以通过有意识的培养新习惯来指导改变。
事实上，我们对新事物尝试得越多，就会越远地走出自己的舒适地带，在职场及个人生活中变得越有创造性。
但是，不要白费力气试图戒除旧习惯;一旦这些惯有程序融进脑部，它们就会留在那里。
相反，我们有意使之根深蒂固的新习惯会创建平行路径，它们可以绕过原来那些路径。
《开放思想》一书的作者达瓦纳·马克瓦说：“革新所需要的第一样东西就是对好奇的着迷。
然而我们被教导去做‘决定’，就像我们的总裁称呼自己为‘决策者’那样。
”她接着说，“但是，决定意味着除了一种可能性外，其他的都被扼杀了。
优秀的具有革新精神的思想家总是在探寻着许多其他的可能性。
”她说，我们都是通过一些自己没有意识到的方法解决问题的。
研究人员在20世纪60年代末发现人类天生主要用四种方法应对挑战：分析法，程序法，相关法(或合作法)和创新法。
但是在青春期结束，大脑关闭一半的能力，仅仅保留了那些大约在生命最开始的十几年时间里似乎是最为宝贵的思维方式。
目前标准化测试主要强调分析法和程序法这两种方式，也就是说，我们中很少有人会本能地使用创新和合作的思维方式。
M.J.瑞恩是2006年出版的著作《今年我将……》一书的作者以及马克瓦女士的商业合作伙伴，她解释说：“这打破了美国信念体系里的主要规则—任何人都可以做任何事。
2009年考研英语阅读理解精读100篇(高分版)TEXT4
2009年考研英语阅读理解精读100篇（高分版）TEXT4在经过半年多时间的痛苦创作之后，我也可以长长的松一口气，如期向我的学生们兑现6月份来我博客免费下载《2009考研英语阅读理解精读100篇（高分版）》的承诺了。
本书共分为25个单元，每个单元有4篇文章，难度偏高。
主要适合的考研人群为业已通过四级考试并希望能在考研英语考试中考取70分以上成绩的考生。
希望考研的XDJM们再接再厉，每个人都能取得好成绩。
TEXT FOURJust as Norman Mailer, John Updike and Philip Roth were at various times regarded as the greatest American novelist since the second world war, John Ashbery and Robert Lowell vied for the title of greatest American poet. Yet the two men could not be more different. Lowell was a public figure who engaged with politics-in 1967 he marchedshoulder-to-shoulder with Mailer in protest against the Vietnam war, as described in Mailer’s novel "The Armies of the Night". Lowell took on substantial themes and envisioned himself as a tragic, heroic figure, fighting against his owndemons. Mr Ashbery’s verse, by contrast, is more beguilingly casual. In his hands, the making of a poem can feel like the tumbling of dice on a table top. Visible on the page is a delicately playful strewing of words, looking to engage with each other in a shyly puzzled fashion. And there is an element of Dada-like play in his unpredictability of address with its perpetual shifting of tones.Lowell, who died in 1977 at the age of 60, addressed the world head on. By contrast, Mr Ashbery, who celebrated his 80th birthday earlier this year, glances wryly at the world and its absurdities. In this edition of his later poems, a substantial gathering of verses selected from six volumes published over the past 20 years, his poetry does not so much consist of themes to be explored as comic routines to be improvised. He mocks the very idea of the gravity of poetry itself. His tone can be alarmingly inconsequential, as if the reader is there to be perpetually wrong-footed. He shifts easily from the elevated to the work-a-day. His poems are endlessly digressive and there are often echoes of other poets in his writings, though these always come lightly at the reader, as though they were scents on the breeze.Lowell wrote in strict formal measures; some of his lastbooks consisted of entire sequences of sonnets. Mr Ashbery can also be partial to particular forms of verse, though these tend to be of a fairly eccentric kind-the cento (a patchwork of other poets’works), for example, and the pantoum (a Malaysian form, said to have been introduced to 19th-century Europe by Victor Hugo). Often he writes in a free-flowing, conversational manner that depends for its success upon the fact that the ending of lines is untrammelled by any concern about whether or not they scan. Within many of his poems, there often seems to be a gently humorous antagonism between one stanza and the next. Mr Ashbery likes using similes in his poetry. This is often the poet’s stock-in-trade, but he seems to single them out in order to send up the very idea of the simile in poetry, as in "Violets blossomed loudly/ like a swear word in an empty tank".Life, for Lowell, was a serious matter, just as he was a serious man. Mr Ashbery’s approach, as evinced by his poetry, is more that of a gentle shrug of amused bewilderment. Unlike Lowell’s, his poems are neither autobiographical nor confessional. He doesn’t take himself that seriously. "Is all of life a tepid housewarming?" For a poet this is a tougher question to answer than you might think.1.The word "substantial" (Line 4, Paragraph 1) most probably means_____.[A] serious[B] big[C] important[D] real2. The last words of Lowell mean that_____.[A] the world should go forward without stopping.[B] the world should not mourn for him.[C] the world should forget him totally.[D] the world should go on its path for a bright future.3. Which one of the following is NOT the characteristics of Ashbery’s poetry?[A] Some lines are borrowed from the other poets’works.[B] Stanzas are different from each other in one poem.[C] Words are scattered casually in his poetry.[D] Tones are continuously changing from the highbrow to the common.4. Mr. Ashbery’s similes in poetry are different from that of the other poets in that_____.[A] he likes to single them out.[B] he uses them in an eccentric way.[C] he uses simile for simile.[D] he uses simile to express his complex thought.5. Why the author think the question Ashbery raised isa tougher one for a poet than we might think?[A] Because a poet looks at things in a very complicated way.[B] Because a poet takes life seriously.[C] Because this question is a difficult one.[D] Because the theme of life is worth thinking for a poet.篇章剖析：这篇文章介绍了美国诗人Ashbery和其诗歌的特点，文章虽然是以两个诗人对比的形式写作的，但是却对Ashbery着墨偏多，另外一个诗人洛厄尔只是一个陪衬而已。
考研英语阅读理解2009text3
考研英语阅读理解2009text31. 阅读理解是考研英语试卷中的重要部分，也是考生们备考过程中比较困难的一部分。
其中2009年的考研英语阅读理解部分的text3内容颇具挑战性，下面我们将对这一部分进行详细的分析和解读。
2. 我们来看text3的整体结构。
该文本分为3个段落，主要讲述了有关美国历史上一些重要事件的观点和见解。
3. 第一段主要介绍了美国历史上的一些重要事件，包括美国独立战争、美国内战、美国大萧条等。
作者在这一段中提到了这些事件对美国社会和国家发展的影响，试图引出下文的讨论。
4. 第二段是关于美国历史上一些重要事件的讨论和评价。
作者围绕美国的民主政治、社会制度、经济发展等方面给出了自己的看法和观点，对于一些历史事件的影响进行了分析和总结。
5. 第三段是总结性的内容，作者再次强调了美国历史上一些重要事件对于美国社会和国家的重大影响，同时也指出了历史事件对于现实社会的启示和警示作用。
6. text3的主题主要围绕美国历史上的重要事件展开，需要考生们具备一定的历史知识和逻辑推理能力。
7. 在阅读text3时，考生们需要注意以下几点：7.1 熟悉并理解文中涉及的历史事件，尤其是美国独立战争、美国内战、美国大萧条等重要事件的相关背景和影响；7.2 掌握作者的观点和态度，比较文中的观点和自己的看法，理性辨析；7.3 善于总结归纳，抓住文章的主旨和要点，完整理清文中所述内容；7.4 整理好自己的解题思路，明确答题的方法和步骤，提高解题效率。
8. 在解答题目时，考生要注重文内细节的理解和把握。
考生还需要培养自己的阅读速度和逻辑推理能力，以更好地应对考试中的阅读理解部分。
9. text3作为2009年考研英语阅读理解部分的一部分，内容较为复杂，要求考生们具备较好的历史素养和文本分析能力。
通过认真研读和理解text3，考生们可以更好地应对考试，提高解题效率和准确率。
以上是对2009年考研英语阅读理解text3的详细分析和解读，希望对备战考研的考生们有所帮助。
（最新）2009年考研英语真题阅读理解试题（附答案、解析、翻译）
A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best, its workers the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.It was inevitable that this primacy should have narrowed as other countries grew richer. Just as inevitably, the retreat from predominance proved painful. By the mid-1980s Americans had found themselves at a loss over their fading industrial competitiveness. Some huge American industries, such as consumer electronics, had shrunk or vanished in the face of foreign competition. By 1987 there was only one American television maker left, Zenith. (Now there is none: Zenith was bought by South Korea's LG Electronics in July。
2009考研英语一阅读答案
2009考研英语一阅读答案在2009年的考研英语一考试中，阅读理解部分考查了考生的综合英语能力，包括对文章主旨的把握、细节信息的理解和推理判断的能力。
通过分析当年的真题，我们可以发现阅读部分主要涉及了以下几个方面的内容。
首先，文章的主旨大意是考生需要首先把握的。
在2009年的考试中，阅读理解的文章涵盖了多个领域，如社会现象、科学研究、历史事件等。
考生需要通过快速浏览文章，抓住文章的中心思想，这对于理解文章的深层含义至关重要。
其次，细节理解是阅读理解中的一个重要环节。
考生需要仔细阅读文章，对文章中的具体信息进行分析和理解。
这包括对事实的准确把握、对数据的解读以及对作者观点的准确理解。
在2009年的考试中，细节理解题占据了相当大的比例，因此考生需要对文章中的每一个细节都给予足够的重视。
再者，推理判断是阅读理解中最具挑战性的部分。
考生需要在理解文章的基础上，对文章中未明确表述的信息进行推理和判断。
这不仅要求考生具备较强的逻辑推理能力，还要求考生能够准确把握作者的写作意图和文章的深层含义。
在2009年的考试中，推理判断题的出现频率较高，因此考生需要在备考过程中加强对这一能力的培养。
最后，词汇和语法的掌握也是阅读理解中不可忽视的部分。
文章中可能会出现一些生僻词汇和复杂句型，考生需要具备一定的词汇量和语法知识，才能准确理解文章的意思。
在2009年的考试中，对词汇和语法的考查也占据了一定的比重，因此考生在备考时需要加强对这些基础知识的学习。
综上所述，2009年考研英语一的阅读理解部分考查了考生的多方面能力，包括对文章主旨的把握、细节信息的理解、推理判断的能力以及词汇和语法的掌握。
考生在备考过程中需要全面提高这些能力，才能在考试中取得理想的成绩。
2009年考英语真题text3阅读详解
并 同 通 过这 种体 制 培养 足 够 的 人，
通过他们提高经济效益， 需要两三代人的时间。
一家研究机构的研究结果一直表 明， 所有国家的工人都可以通过在岗 培训 从根本上提高生产率， 进而从根本上提高生活水平。
具有讽刺的是，这一观点最先在 美国得到证实。
institution institute research institution consistent consist train training radical produce product production productive productivity standard standoint ironical evidence evident
Japan was and remains the global leader in automotive-assembly productivity.
Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts
What is the real relationship between education and economic 那么，教育和经济发展之间究竟
development?
是什么关系呢？
We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it.
考研英语阅读理解精读100篇
阅读理解精选100篇---经济类考研英语阅读理解精读100篇unit1unit1Some of the concerns surrounding Turkey’s application to join the European Union, to be voted on by the EU’s Council of Minis ters on December 17th, are economic-in particular, the country’s relative poverty. Its G DP per head is less than a third of the average for the 15 pre-2004 members of the EU. But it is not far off that of one of the ten new members which joined on May 1st 2004 (Latvia), and it is much the same as those of two countries, Bulgaria and Romania, which this week concluded accession talks with the EU that could make them full members on January 1st 2007.Furthermore, the country’s recent economic progress has been, according to Donald Johnston, the secretary-general of the OECD, "stunning". GDP in the second quarter of the year was 13.4% higher than a year earlier, a rate of growth that no EU country comes close to matching. Turkey’s inflation rate has just fallen into single figures for the first time since 1972, and this week the countr y reached agreement with the IMF on a new three-year, $10 billion economic programme that will, according to the IMF’s managing director, Rodrigo Rato, "help Turkey... reduce inflation toward European levels, and enhance the economy’s resilience".Resilience has not historically been the country’s economic strong point. As recently as 2001, GDP fell by over 7%. It fell by more than 5% in 1994, and by just under 5% in 1999. Indeed, throughout the 1990s growth oscillated like an electrocardiogram recording a violent heart attack. This irregularity has been one of the main reasons (along with red tape and corruption) why the country has failed dismally to attract much-needed foreign direct investment. Its stock of such investment (as a percentage of GDP) is lower now than it was in the 1980s, and annual inflows have scarcely ever reached $1 billion (whereas Ireland attracted over $25 billion in 2003, as did Brazil in every year from 1998 to 2000).One deterrent to foreign investors is due to disappear on January 1st 2005. On that day, Turkey will take away the right of virtually every one of its citizens to call themselves a millionaire. Six noughts will be removed from the face value of the lira; one unit of the local currency will henceforth be worth what 1m are now-ie, about €0.53 ($0.70). Goods will have to be priced in both the new and old lira for the whole of the year, but foreign bankers and investors can begin to look forward to a time in Turkey when they will no longer have to juggle mentally with indeterminate strings of zeros.注（1）：本文选自Economist；12/18/2004, p115-115, 2/5p；注（2）：本文习题命题模仿2004年真题text 1第1题和第3题（1，3），2001年真题text 1第2题（2），1999年真题text 2第2题（4）和2002年真题text 3第4题（5）；1. What is Turkey’s economic situation now?[A] Its GDP per head is far lagging behind that of the EU members.[B] Its inflation rate is still rising.[C] Its economy grows faster than any EU member.[D] Its economic resilience is very strong.2. We can infer from the second paragraph that__________.[A] Turkey will soon catch the average GDP level of the 15 pre-2004 EU members[B] inflation rate in Turkey used to be very high[C] Turkey’s economy will keep growing at present rate[D] IMF’s economic program will help Turkey join the EU3. The word “oscillated” (Line 3, Para graph 3) most probably means_________.[A] fell[B] climbed[C] developed[D] swang4. Speaking of Turkey’s foreign direct investment, the author implies that_________.[A] it’s stock is far less than that of other countries[B] it does not have much influence on Turkey’s economic progress[C] steady GDP growth will help Turkey attract more foreign direct investment[D] Turkey’s economic resilience relies on foreign direct investment5.We can draw a conclusion from the text that__________.[A] foreign investment environment in Turkey will become better[B] Turkey’s citizens will suffer heavy loss due to the change of the face value of the lira[C] the local currency will depreciate with the removal of six noughts from the face value[D] prices of goods will go up答案：C B D C A篇章剖析本篇文章是一篇说明文，介绍了土耳其的经济状况。
2009考研英语真题
2009考研英语真题2009考研英语真题一、阅读理解Passage 1文章描绘了法咖咖啡公司如何从一个小咖啡馆发展成为国际知名咖啡连锁店的经历。
1995年，法咖咖啡公司在迪拜的第一家分店开业，这标志着该公司步入国际市场。
与其他传统的咖啡公司不同，法咖咖啡公司注重以创意和独特来吸引消费者。
他们创造了各种各样的咖啡口味和特色产品，并将其与独特的服务体验相结合，以吸引更多的顾客。
同时，法咖咖啡公司还注重培训员工，使他们能够提供高品质的咖啡和服务。
通过这些努力，法咖咖啡公司成功地在国际市场上扩大了自己的业务。
文章主要描绘了法咖咖啡公司如何通过独特的产品和服务策略，成功地在国际市场上站稳脚跟。
通过创造不同口味的咖啡和特色产品，法咖咖啡公司能够吸引不同口味和需求的消费者。
与此同时，他们还通过培训员工，确保他们能够提供高品质的咖啡和服务。
这一系列的努力使得法咖咖啡公司成为了一个受欢迎且备受认可的国际品牌。
通过阅读这篇文章，我们可以得出结论：在竞争激烈的国际市场上，一个公司要想获得成功，需要创造独特的产品和服务，并注重员工培训，以提供高品质的产品和服务。
这种战略不仅适用于咖啡行业，也适用于其他行业。
Passage 2本文主要讨论了如何在紧急情况下进行有效的沟通。
在紧急情况下，正确的沟通和合作至关重要。
作者提出了一些建议，以帮助个人和组织在紧急情况下进行有效的沟通。
首先，作者强调了沟通的重要性。
在紧急情况下，及时准确地传达信息非常关键。
为了确保信息能够准确到达目标人群，作者建议使用多种沟通方式，如口头交流、书面记录和电子媒体等。
其次，作者提出了建立有效的沟通网络的必要性。
在紧急情况下，一个强大的沟通网络可以帮助信息快速传播并提供即时的帮助和支持。
为了建立这样的网络，作者建议建立联系列表、使用社交媒体和参加培训和演练等。
最后，作者强调了领导者在紧急情况下起到的关键作用。
领导者需要在危机中保持冷静和决断力，并有效地传达信息和指示。
2009考研英语阅读真题翻译
2009 Text 1习惯是件有趣的事情。
我们无意识间养成了一些习惯,我们的大脑是自动运转的，轻松进入熟知套路所带来的不自觉舒适状态。
“这并非选择，而是习惯控制了那些没有思想的人”，这是威廉·华兹华斯（William Wordsworth）19世纪时说的话.在现在这个日新月异的21世纪,甚至习惯这个词本身也带有负面涵义。
因此,在创造和革新的背景下来谈论习惯，似乎显得有点矛盾。
但大脑研究人员发现,当我们有意识地培养新的习惯的时候，我们创建了平行路径,甚至是全新的脑细胞,可以让我们的思路跳转到新的创新轨道上来。
我们不要把自己看成是不可改变的习惯动物，相反，我们可以通过有意识的培养新的习惯来引导自身的改变。
事实上，我们对新事物尝试得越多-—就会越远地走出自己的舒适地带——我们在工作场所及个人生活中就会变得越有创造性，但是,不必费心试图摈弃各种旧习惯；一旦这些程序惯例融进大脑,它们就会留在那里。
相反，我们刻意培养的新习惯会创建平行路径能避开原来那些老路。
《开放思想》一书的作者Dawna Markova说：“革新所需要的第一样东西，就是一种对好奇的着迷。
然而我们被教导去做‘决定’，就像我们的总裁称呼自己为‘决策者’那样。
”她补充道，“但是，决定意味着否决一切可能性而只保留一种。
一个优秀的具有革新精神的思想者总是在探寻许多其它的可能。
"她说，我们都是通过一些自己没有意识到的方法解决问题的。
研究人员在20世纪60年代末发现人类天生主要用四种方法应对挑战。
这四种方法是分析法,程序法，关联(或合作）法和创新法.但是在青春期结束的时候,大脑关闭一半的能力，仅仅保留了那些大约在生命最开始的十几年时间里似乎是最有价值的思维方式。
目前标准化测试主要强调分析和程序的能力，也就是说,我们中很少有人会本能地使用创新和合作的思维方式.M.J.Ryan是2006年出版的著作《今年我将..。
..》一书的作者以及Markova女士的商业合作伙伴，她解释说：“这打破了美国信念体系里的主要规则--任何人都可以做任何事。
2009年MBA英语阅读理解（精读精解）03
The annual review of American company board practices by Korn/Ferry, a firm of headhunters, is a useful indicator of the health of corporate governance. This year’s review, published on November 12th, shows that the Sarbanes-Oxley act, passed in 2002 to try to prevent a repeat of corporate collapses such as Enron’s and WorldCom’s, has had an impact on the boardroom--albeit at an average implementation cost that Korn/Ferry estimates at $5.1m per firm. Two years ago, only 41% of American firms said they regularly held meetings of directors without their chief executive present; this year the figure was 93%. But some things have been surprisingly unaffected by the backlash against corporate scandals. For example, despite a growing feeling that former chief executives should not sit on their company’s board, the percentage of American firms where they do has actually edged up, from 23% in 2003 to 25% in 2004. Also, disappointingly few firms have split the jobs of chairman and chief executive. Another survey of American boards published this week, by A.T. Kearney, a firm of consultants, found that in 2002 14% of the boards of S &P 500 firms had separated the roles, and a further 16% said they planned to do so. But by 2004 only 23% overall had taken the plunge. A survey earlier in the year by consultants at McKinsey found that 70% of American directors and investors supported the idea of splitting the jobs, which is standard practice in Europe. Another disappointment is the slow progress in abolishing "staggered" boards--ones where only one-third of the directors are up for re-election each year, to three-year terms. Invented as a defence against takeover, such boards, according to a new Harvard Law School study by Lucian Bebchuk and Alma Cohen, are unambiguously "associated with an economically significant reduction in firm value". Despite this, the percentage of S &P 500 firms with staggered boards has fallen only slightly--from 63% in 2001 to 60% in 2003, according to the Investor Responsibility Research Centre. And many of those firms that have been forced by shareholders to abolish the system are doing so only slowly. Merck, a pharmaceutical company in trouble over the possible side-effects of its arthritis drug Vioxx, is allowing its directors to run their full term before introducing a system in which they are all re-elected (or otherwise) annually. Other companies’ staggered boards are entrenched in their corporate charters, which cannot be amended by a shareholders’ vote. Anyone who expected the scandals of 2001 to bring about rapid change in the balance of power between managers and owners was, at best, naive. 1.The Sarbanes-Oxley act is most probably about_________. [A] corporate scandal [B] corporate management [C] corporate cost [D] corporate governance 2.The word “backlash” (Line 3, Paragraph 2) most probably means_________. [A] a violent force [B] a strong impetus [C] a firm measure [D] a strong negative reaction 3.According to the text, separating the roles between chairman and chief executive is________. [A] a common practice in American companies [B] what many European companies do [C] a must to keep the health of a company [D] not a popular idea among American entrepreneurs 4.We learn from the text that a "staggered" board________. [A] is adverse to the increment of firm value [B] gives its board members too much power [C] has been abolished by most American companies [D] can be voted down by shareholders 5.Toward the board practice of American companies, the writer’s attitude can be said to be________. [A] biased [B] pessimistic [C] objective [D] critical 答案：D D B A D 篇章剖析 本篇⽂章是⼀篇议论⽂，对美国公司的董事会变化缓慢的情况提出了批评。
2009考研英语阅读真题解析和全文翻译(1994-2012)
2009Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative implication.So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try---the more we step outside our comfort zone---the more inherently creative we become, both in the workplace and in our personal lives.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth, “habit” is claimed by being[A] casual [B] familiar [C] mechanical [D] changeable.22. Brain researchers have discovered that the formation of new habit can be[A] predicted [B] regulated [C] traced [D] guided23. The word “ruts” (Line 1, paragraph 4) is closest in meaning to[A] tracks [B] series [C] characteristics [D] connections24. Dawna Markova would most probably agree that[A] ideas are born of a relaxing mind[B] innovativeness could be taught[C] decisiveness derives from fantastic ideas[D] curiosity activates creative minds25. Ryan ’s comments suggest that the practice of standard testing[A] prevents new habits from being formed[B] no longer emphasizes commonness[C]maintains the inherent American thinking model[D] complies with the American belief system全文翻译：Text 1习惯是一种有趣的现象。
09年考研英语阅读理解题精读篇第三篇
09年考研英语阅读理解题精读篇第三篇TEXT THREEControled bleeding or cauterisation? That was the unappealing choice facing UBS, a Swiss bank which has been badly hurt by the carnage in America's mortgage market. The bank opted for the latter. First it opened the wound, by announcing a hefty $10 billion write-down on its exposure to subprime-infected debt. UBS now expects a loss for the fourth quarter, which ends this month. Then came the hot iron: news of a series of measures to shore up the bank's capital base, among them investments from sovereign-wealth funds in Singapore and the Middle East.Bad news had been expected. UBS's third-quarter write-down of over SFr4 billionin October looked overly optimistic compared with more aggressive markdowns at other banks such as Citigroup and Merrill Lynch. Steep falls in the market value of subprime debt since the end of the third quarter made it certain that UBS would take more pain, given its sizeable exposure to toxic collateralised-debt obligations (CDOs). Analysts at Citigroup were predicting in November that write-downs of up to SFr14 billion were possible.Why then did this new batch of red ink still come as a shock? The answer lies not in the scale of the overall loss, more in UBS's decision to take the hit in one go. The bank's mark-to-model approach to valuing its subprime-related holdings had been based on payments data from the underlying mortgage loans. Although these data show a worsening in credit quality, the deterioration is slower than mark-to-market valuations, which have the effect of instantly crystallising all expected future losses.Thanks to this gradualist approach, UBS had been expected to take write-downs in managed increments of SFr2 billion-3 billion over a period of several quarters. It now appears that the bank has incorporated market values into its model, sending its fourth-quarter write-downs into orbit. The change of approach may be on the adviceof auditors and regulators but it is more likely to reflect a desire by UBS's bosses to avoid months of speculation about the bank's exposure, something that Marcel Rohner, the chief executive, described as "distracting".In a particular indignity for a bank long associated with conservatism, concerns about the level of UBS's capital ratio had even started to surface. Hence the moves to strengthen its tier-one capital, an important measure of bank solidity, by SFr19.4 billion, a great deal more than the write-down. The majority of that money will come from sovereign-wealth funds, the white knights of choice for today's bank in distress. Singapore's GIC, which manages the city-state's foreign reserves, has pledged to buy SFr11 billion-worth of convertible bonds in UBS; an unnamed Middle Eastern investor will put in a further SFr2 billion. UBS will also raise money by selling treasury shares, and save cash by issuing its 2007 dividend in the form of shares. Its capital ratio is expected to end up above 12% in the fourth quarter, a strong position.The majority of that money will come from sovereign-wealth funds, the white knights of choice for today's bank in distress.Hopeful talk of lines being drawn under the subprime crisis has been a feature of banks' quarterly reporting since September. Marrying bigger-than-expected write-downs with bigger-than-expected boosts to capital looks like the right treatment in this environment. But UBS still cannot be sure that its problems are over. Further deterioration in its subprime asset values is possible; the broader economic impact of the credit crunch is unclear; and the damage to the bank's reputation cannot yet be quantified. The patient still needs watching.1. The author uses the metaphor "hot iron" to imply that_____.[A] those measures will do more harm to UBS.[B] those measures will cauterize UBS.[C] those measures will forcefully stop UBS from furthur loss.[D] those measures will control bleeding of UBS.2. Compared with the mark-to-market valuations, the mark-to-model approach could _____.[A] slow down the worsening in credit qualtiy.[B] instantly crystallise all expected future loss.[C] worsen the credit quality.[D] accelerate the deterioration in credit quality.3. The reason that Marcel Rohner thought the chang of approach was "distracting" is____.[A] this change was unexpected to take place in such a situation.[B] this change was result of the advice of auditors and regulators.[C] this change was unfavorite to UBS.[D] this change was taken to make people dispel their guess.4. The phrase "the white knights"(Line 5, Paragraph 5) most probably means____.[A] rich people.[B] saviors.[C] generous people.[D] brave people.5. The author's attitude towards UBS's future is______.[A] optimistic[B] pessimistic[C] uncertain[D] none of the above。
2009考研英语真题及答案解析
2009考研英语真题及答案解析2009年考研英语真题及答案解析2009年的考研英语真题是一次重要的考试，对考生们的英语水平进行了全面的考察。
本文将对2009年考研英语真题进行详细解析，并提供答案和解析，帮助考生更好地理解和应对考试。
一、阅读理解2009年的考研英语真题中，阅读理解部分占据了重要的位置。
这一部分主要考察考生的阅读能力和理解能力。
以下是真题中的一篇阅读材料及其答案解析。
阅读材料：In the United States, the social value of a college education has long been taken for granted. American parents expect their children to attend college, and college graduates have become the norm in the professional job market. Among the ten fastest-growing occupations, eight require an associate’s degree o r higher. In fact, experts predict that by 2008, about 90% of the fastest-growing jobs will require post-secondary education or vocational training.However, not all high school students are prepared for college-level work. Even those students who are academically prepared for college may not be able to afford it. Rising tuition (学费) has made college a luxury that is out of reach for many middle-income families.But cost is not the only reason a high school graduate might decide notto attend college. A university education is not appropriate or necessary forall careers. For example, vocational school or on-the-job training is often a better option for careers in the trades (工艺行业) or for those who want tobe business owners or operators. Some people simply choose not to go to college because they do not want to further their education in an academic setting.答案解析：1. According to the passage, what has become the norm in the professional job market in the United States?答案：College graduates.2. What does the author say about the fastest-growing occupations?答案：Eight out of ten of the fastest-growing occupations require a degree or higher education.3. Why do many high school graduates decide not to attend college?答案：The cost of college is one reason, and not all careers require a university education.通过对阅读材料的仔细阅读和理解，我们可以得出以上问题的答案。
2009年考研英语真题及答案解析
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humansare.1the fruit-fly experiments described in Carl Zimmer's piece in theScience Times on Tuesday. Fruit flies who were taught to be smarter than the averagefruit fly 2 to 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 to8.Is there an adaptive value to9intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance10 at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real 11of our own intelligence might be. This is12 the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animalswould 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 worldthey live in?20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C] inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don't bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they're there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to 'decide,' just as our president calls himself 'the Decider.' " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being ________.A. casualB. familiarC. mechanicalD. changeable22. The researchers have discovered that the formation of habit can be ________A. predictedB. regulatedC. tracedD. guided23. "ruts"(in line one, paragraph 3) has closest meaning to ________A. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ________?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he's the kid's dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family's geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers.This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In paragraphs 1 and 2, the text shows PTK's ___________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A] locate one's birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A] trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is __________.[A] disorganized data collection[B] overlapping database building[C] excessive sample comparison[D] lack of patent evaluation30. An appropriate title for the text is most likely to be__________.[A] Fors and Againsts of DNA testing[B] DNA testing and It's problems[C] DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution 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 counterparts -- a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system__________.[A] challenges economists and politicians[B] takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33. A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C] the U.S workforce has a better education[D] the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about thechurch-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.Meanwhile, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. Buta 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 becameskilled 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'ssocial 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 worktogether to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perryincorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the expressreason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section ⅢWritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. "White pollution "is still going on. Write a letter to the editor(s) of your local newspaper togive your opinions briefly andmake two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009年考研英语真题参考答案Section II: Reading Comprehension (60 points)Part A (40 points)Part C (10 points)46. 虽然我们可以说衡量任何一个社会机构价值的标准是其在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的动机的组成部分。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
TEXT 3Controled bleeding or cauterisation? That was the unappealing choice facing UBS, a Swiss bank which has been badly hurt by the carnage in America’s mortgage market. The bank opted for the latter. First it opened the wound, by announcing a hefty $10 billion write-down on its exposure to subprime-infected debt. UBS now expects a loss for the fourth quarter, which ends this month. Then came the hot iron: news of a series of measures to shore up the bank’s capital base, among them investments from sovereign-wealth funds in Singapore and the Middle East.Bad news had been expected. UBS’s third-quarter write-down of over SFr4 billionin October looked overly optimistic compared with more aggressive markdowns at other banks such as Citigroup and Merrill Lynch. Steep falls in the market value of subprime debt since the end of the third quarter made it certain that UBS would take more pain, given its sizeable exposure to toxic collateralised-debt obligations (CDOs). Analysts at Citigroup were predicting in November that write-downs of up to SFr14 billion were possible.Why then did this new batch of red ink still come as a shock? The answer lies not in the scale of the overall loss, more in UBS’s decision to take the hit in one go. The bank’s mark-to-model approach to valuing its subprime-related holdings had been based on payments data from the underlying mortgage loans. Although these data show a worsening in credit quality, the deterioration is slower than mark-to-market valuations, which have the effect of instantly crystallising all expected future losses.Thanks to this gradualist approach, UBS had been expected to take write-downs in managed increments of SFr2 billion-3 billion over a period of several quarters. It nowappears that the bank has incorporated market values into its model, sending its fourth-quarter write-downs into orbit. The change of approach may be on the advice of auditors and regulators but it is more likely to reflect a desire by UBS’s bosses to avoid months of speculation about the bank’s exposure, something that Marcel Rohner, the chief executive, described as “distracting”.In a particular indignity for a bank long associated with conservatism, concerns about the level of UBS’s capital ratio had even started to surface. Hence the moves to strengthen its tier-one capital, an important measure of bank solidity, by SFr19.4 billion, a great deal more than the write-down. The majority of that money will come from sovereign-wealth funds, the white knights of choice for today’s bank in distress. Singapore’s GIC, which manages the city-state’s foreign reserves, has pledged to buy SFr11 billion-worth of convertible bonds in UBS; an unnamed Middle Eastern investor will put in a further SFr2 billion. UBS will also raise money by selling treasury shares, and save cash by issuing its 2007 dividend in the form of shares. Its capital ratio is expected to end up above 12% in the fourth quarter, a strong position.The majority of that money will come from sovereign-wealth funds, the white knights of choice for today’s bank in distress.Hopeful talk of lines being drawn under the subprime crisis has been a feature of banks’ quarterly reporting since September. Marrying bigger-than-expectedwrite-downs with bigger-than-expected boosts to capital looks like the right treatment in this environment. But UBS still cannot be sure that its problems are over. Further deterioration in its subprime asset values is possible; the broader economic impact of the credit crunch is unclear; and the damage to the bank’s reputat ion cannot yet be quantified. The patient still needs watching.1. The author uses the metaphor “hot iron” to imply that_____.[A] those measures will do more harm to UBS.[B] those measures will cauterize UBS.[C] those measures will forcefully stop UBS from furthur loss.[D] those measures will control bleeding of UBS.2. Compared with the mark-to-market valuations, the mark-to-model approach could _____.[A] slow down the worsening in credit qualtiy.[B] instantly crystallise all expected future loss.[C] worsen the credit quality.[D] accelerate the deterioration in credit quality.3. The reason that Marcel Rohner thought the chang of approach was “distracting” is _____.[A] this change was unexpected to take place in such a situation.[B] this change was result of the advice of auditors and regulators.[C] this change was unfavorite to UBS.[D] this change was taken to make people dispel their guess.4. The phrase “the white knights”(Line 5, Paragraph 5) most probablymeans____.[A] rich people.[B] saviors.[C] generous people.[D] brave people.5. The author’s attitude towards UBS’s future is______.[A] optimistic[B] pessimistic[C] uncertain[D] none of the above篇章分析：本篇文章介绍了UBS银行目前面临的困境以及其解决困境的一系列措施。