吉林大学研究生入学考试英语基础2009真题

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2009年考研英语真题

2009年全国硕士研究生招生考试英语（一）试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes us wonder just how smart humans are. 1 the fruit-fly experiments described by Carl Zimmer in the Science Times. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is a(n) 4 in not being too bright.Intelligence, it 5 , is a high-priced option. It takes more upkeep, burns more fuel and isslow 6 the starting line because it depends on learning — a(n) 7 process— instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to9 intelligence? That’s the question behind this new research. Instead of casting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal we’ve ever met.Research on animal intelligence also makes us wonder what experiments animalswould 13 on humans if they had the chance. Every cat with an owner, 14 , is running asmall-scale study in operant conditioning. We believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for locations. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a(n) 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1.[A] Suppose [B] Consider [C] Observe [D] Imagine2.[A] tended [B] feared [C] happened [D] threatened3.[A] thinner [B] stabler [C] lighter [D] dimmer4.[A] tendency [B] advantage [C] inclination [D] priority5.[A] insists on [B] sums up [C] turns out [D] puts forward6.[A] off [B] behind [C] over [D] along7.[A] incredible [B] spontaneous [C] inevitable [D] gradual8.[A] fight [B] doubt [C] stop [D] think9.[A] invisible [B] limited [C] indefinite [D] different10.[A] upward [B] forward [C] afterward [D] backward11.[A] features [B] influences [C] results [D] costs12.[A] outside [B] on [C] by [D] across13.[A] deliver [B] carry [C] perform [D] apply14.[A] by chance [B] in contrast [C] as usual [D] for instance15.[A] if [B] unless [C] as [D] lest16.[A] moderate [B] overcome [C] determine [D] reach17.[A] at [B] for [C] after [D] with18.[A] Above all [B] After all [C] However [D] Otherwise19.[A] fundamental [B] comprehensive [C] equivalent [D] hostile20.[A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of famili ar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems paradoxical to talk about habits in the same contextas creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things wetry — 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 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. In Wordsworth’s view, “habits” is characterized by being .[A] casual[B] familiar[C] mechanical[D] changeable.22. Brain researchers have discovered that the formation of habit can be .[A] predicted[B] regulated[C] traced[D] guided23. “ruts”(Line 1, Paragraph 4) is closest in meaning to .[A] tracks[B] series[C] characteristics[D] connections24. Dawna Markova would most probably agree that .[A] ideas are born of a relaxing mind[B] innovativeness could be taught[C] decisiveness derives from fantastic ideas[D] curiosity activates creative minds25. Ryan’s comments suggest that the practice of standardized t esting[A] prevents new habits from being formed[B] no longer emphasizes commonness[C] maintains the inherent American thinking model[D] complies with the American belief systemText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom —or at least confirm that he’s the kid’s dad. All he needs to do is shell out$30 for paternity testing kit (PTK) at his local drugstore — and another $120 to get the results.More than 60,000 people have purchased the PTKs since theyfirst become available without prescriptions last years, according to Doug Fogg, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests directly to the public, ranging in price from a few hundred dollars to more than $2500.Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption. DNA testing is also the latest rage among passionate genealogists — and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical. “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Troy Duster, a New York University sociologist. He notes that each individual has many ancestors — numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which is passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may have a lot of data from some regions and not others, so a person’s test results may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In paragraphs 1 and 2, the text shows PTK’s _________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to ________.[A] locate one’s birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to________.[A] trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is ________.[A] disorganized data collection[B] overlapping database building[C] excessive sample comparison[D] lack of patent evaluation30. An appropriate title for the text is most likely to be________.[A] Fors and Againsts of DNA Testing[B] DNA Testing and Its Problems[C] DNA Testing Outside the Lab[D] Lies Behind DNA TestingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political, and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts — a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently metbest-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 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 to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the importance of education in poor countries ___.[A] is subject to groundless doubts[B] has fallen victim of bias[C] is conventionally downgraded[D] has been overestimated32. It is stated in paragraph 1 that the construction of a new education system _______.[A] challenges economists and politicians[B] takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33. A major difference between the Japanese and U.S workforces is that _______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C] the U.S workforce has a better education[D] the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged______.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hungry[D] as a result of pressure on government35. According to the last paragraph, development of education ________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied intellectuals in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to thes tandard 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 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 churches in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget, however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, their thinking often had a traditional superstitious quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations, and religious hope-all name together in a decisive moment when he opened the Bible, told his father that the first line he saw would settle his fate, and read the magical words: “Come out from among them, touch no unclean thing, and I will be your God and you shall be my people.” One won ders what Dane thought of the careful sermons explaining the Bible that he heard in Puritan churches.Meanwhile, many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New World for religion. “Our main end was to catch fish.”36. The author notes that in the seventeenth-century New England_________.[A] Puritan tradition dominated political life[B] intellectual interests were encouraged[C] Politics benefited much from intellectual endeavors[D] intellectual pursuits enjoyed a liberal environment37. It is suggested in paragraph 2 that New Englanders________.[A] experienced a comparatively peaceful early history[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated NewEnglanders were often _____.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different intellectual backgrounds[D] left few formal records for later referencePart BDirections:In the following text, some segments have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41) ____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan helped found modern anthropology—the scientific study of human societies, customs and beliefs—thus becoming one of the earliest anthropologists.In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42) _____________.In the early 1900s in North America, German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43) _____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture.44) _______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45) ________________.Also in the early 1900s, French sociologist Émile Durkheimdeveloped a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function ofsociety and culture became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, he became skilledin linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed culture as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world. Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural andimportant, but it is not the express reason of the association. (46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience, but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident and the pressure to accomplish a change in 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 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 mainlyrely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.SectionⅢWritingPart A51.Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White Pollution” is still going on.Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly, and2) make two or three suggestionsYou should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. Do not write the address. (10 points)Part B52. Directions:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)网络的“近”与“远”。

2009年考研英语真题及其答案

2009年考研英语真题及其答案Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank a nd mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart huma ns are. 1 _______ the fruit-fly experiments described in Carl Zimmer’s piec e in the Science Times on Tuesday. Fruit flies who were taught to be smarter th an 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 d epends on learning — a gradual 7 _______ — instead of instinct. Plenty of o ther species are able to learn, and one of the things they’ve apparently learn ed 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 implicitl y asks what the real 11 _______ of our own intelligence might be. This is 1 2 _______ the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments anim als would 13 _______ on humans if they had the chance. Every cat with an own er, 14 _______, is running a small-scale study in operant conditioning. we b elieve 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 m erely 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] priori ty5. [A] insists on [B] sums up [C] turns out [D] puts forwa rd6. [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 cho osing 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 creat ivity and innovation. But brain researchers have discovered that when we consci ously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative track s.But don’t bother trying to kill off old habits; once those ruts of procedu re are worn into the hippocampus, they’re ther e to stay. Instead, the new habi ts we deliberately ingrain into ourselves create parallel pathways that can byp ass those old roads.“The first thing needed for innovation is a fascination with wonder,” say s Dawna Markova, author of “The Open Mind” and an e xecutive 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 thi nk er 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, relationa lly (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have s eemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proce dure, meaning that few of us inherently use our innovative and collaborative mo des of thought. “This breaks the major rule in the American belief system — t hat anyone can do anything,” explains M. J. Ryan, author of the 2006 book “Th is Year I Will...” and Ms. Markova’s business partner. “That’s a lie that w e have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where d eveloping 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 loc al 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 operat ing officer of Identigene, which makes the over-the-counter kits. More than twodozen 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 c hildren can use to find their biological relatives and latest rage a many passi onate 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 s ending 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 be ing hawked by people claiming they a re doing ancestry testing,” says Trey Dust er, a New York University sociologist. He notes that each individual has many a ncestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited thr ough men in a father’s line or mitochondrial DNA, which a passed down only fro m mothers. This DNA can reveal genetic information about only one or two ancest ors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grand parents.Critics also argue that commercial genetic testing is only as good as th e reference collections to which a sample is compared. Databases used by some c ompanies 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 coun tries is widely misunderstood by economists and politicians alike progress in b oth area is undoubtedly necessary for the social, political and intellectual de velopment of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid eco nomic development in poor countries is wrong. We are fortunate that is it, beca use new educational systems there and putting enough people through them to imp rove economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countriescan be trained on the job to achieve radical higher productivity and, as a res ult, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United Stat es. Not long ago, with the country entering a recessing and Japan at its pre-bu bble 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 globa l leader in automotive-assembly productivity. Yet the research revealed that th e U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the p roductivity 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 discove red that illiterate, non-English- speaking Mexican workers in Houston, Texas, c onsistently met best-practice labor productivity standards despite the complexi ty 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 educati on 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. Onl y when humanity began to get its food in a more productive way was there time f or other things.As education improved, humanity’s productivity potential, they could in tu rn afford more education. This increasingly high level of education is probablya necessary, but not a s, ufficient, condition for the complex political syste ms required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possib le only with broader formal education. A lack of formal education, however, doe sn’t constrain the ability of the developing world’s workforce to substantial ly improve productivity for the forested future. On the contrary, constraints o n improving productivity explain why education isn’t developing more quickly t here than it is.31. The author holds in paragraph 1 that the important of education in poo r 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 syste m __________.[A]challenges economists and politicians [B]takes efforts of generations[C] demands priority from the government [D] requires sufficient labor fo rce33.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 ar e the ministers and political leaders of seventeenth-century New Eng land. According to the standard history of American philosophy, nowh ere else in colonial America was “So much important attached to inte llectual pursuits ” According to many books and articles, New Englan d’s leaders established the basic themes and preoccupations of an un folding, 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 ch urch-important subjects that we may not neglect. But in keeping with our examin ation of southern intellectual life, we may consider the original Puritans as c arriers of European culture adjusting to New world circumstances. The New Engla nd colonies were the scenes of important episodes in the pursuit of widely unde rstood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educa tion and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political lead ers like John Winthrop, an educated gentleman, lawyer, and official of the Crow n before he journeyed to Boston. There men wrote and published extensively, rea ching both New World and Old World audiences, and giving New England an atmosph ere 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 tradition al superstitions quality. A tailor named John Dane, who emigrated in the late 1 630s, left an account of his reasons for leaving England that is filled with si gns. sexual confusion, economic frustrations , and religious hope-all name toge ther in a decisive moment when he opened the Bible, told his father the first l ine he saw would settle his fate, and read the magical words: “come out from a mong 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 B ible 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 t hey had not come to the New world for religion . “Our main end was to catch fi sh. ”36. The author notes that in the seventeenth-century New England__________ _.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay________ __.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Q uestions (41-45), choose the most suitable one from the list A-G to fit into ea ch 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 aspe cts of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist F ranz 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 evo lutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in American anthropology, largely through the influence of many students of B oas. But a number of anthropologists in the early 1900s also rejected the parti cularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gif ted peoples that, according to diffusionists, then spread to other cultures. 45. ________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a the ory of culture that would greatly influence anthropology. Durkheim proposed tha t religious beliefs functioned to reinforce social solidarity. An interest in t he relationship between the function of society and culture—known as functiona lism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inve ntions, 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 anthropo logy, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he call ed the “survival of the fittest,” in which weaker races and societies must ev entually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peo ple’s social structure, such as initiation ceremonies that formally signify ch ildren’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure o f families, forms of marriage, categories of kinship, ownership of property, fo rms of government, technology, and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts tha t work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Pe rry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused th roughout the world. In fact, all of these cultural developments occurred separa tely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segmen ts 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 fr om 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 t he express reason of the association.46It may be said that the measure of the w orth of any social institution is its effect in enlarging and improving experie nce; but this effect is not a part of its original motive. Religious associatio ns began, for example, in the desire to secure the favor of overruling powers a nd 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 e nslavement to others, etc. 47Only gradually was the by-product of the instituti on noted, and only more gradually still was this effect considered as a directi ve 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 wo rk is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immedi ate human fact, gains in importance.48 While it is easy to ignore in our contac t 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 a ccomplish a change in their attitude and habits is too urgent to leave these co nsequences wholly out of account. 49Since our chief business with them is to en able 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 so me headway in realizing that the ultimate value of every institution is its dis tinctively human effect we may well believe that this lesson has been learned l argely through dealings with the young.50 We are thus led to distinguish, within the broad educational process wh ich 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 d ispositions into the young upon the same sort of association which keeps the ad ults loyal to their group.Section III WritingPart A51.Directions:Restrictions on the use of plastic bags have not been so successful in som e 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年参考答案Section I: Use of English (10 points)Section II: Reading Comprehension (60 points) Part A (40 points)Part B (10 points)Part C (10 points)46.可以说，要衡量任何社会制度的价值，就要看它对扩大和改进经验方面的影响，但是这种影响并不是其原来动机的一部分。

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年考研英语真题答案及解析

11.[A] features 特征
[B] influences 影响 [C] results 结果
[D] costs 成本
【答案】 D
【考点】逻辑搭配
【解析】空所在的语境为：这个问题隐含地询问我们拥有智力的实际。显然这句谈到的是关于智力的某个方面，
前文谈到智力是高成本的选择，由文章前后一致性可知，本处应该是与成本相关的内容，只有 D 表达了这一含
C 满足这一条件，故答案为 C。
17.[A] at 在……
[B] for 为了…… [C] after 在……之后 [D] with 与……
【答案】 B
【考点】固定搭配
【解析】what…is for。是一种常用的固定用法，表示对 what 后面事物的一种说明。本句句意为：它们会尽力
2
去搞清楚人类智慧的用途。故本题答案为 B。
点的只有 D。 23. 第三段的“ruts”与含义接近。
[A] 痕迹
[B] 系列
[C] 特征
[D] 联系
【答案】 A 【考点】词义句意
【解析】首先找到该词汇所在的语句，该句前后的内容是“不必费事地去消除旧的习惯，一旦这些程序的 ruts
进入大脑，这就是他们存在的地方”，把四个选项的内容待入文章中，看哪个最符合语境，显然“程序的痕迹”
2009 年全国硕士研究生招生考试英语（一）答案详解
Section I Use of English
一、文章总体分析
本文是一个有关动物智力话题的文章。文章第一段第一句就点名了文章中心，接着引用自然杂志上描述的
实验论证这一观点。从第二、三段作者从几个方面分析了产生这种情况的原因，最后一段从动物上升到对人的
一个技能就是知道何时需要停顿下来。

2009年考研英语一真题答案解析

2009年全国硕士研究生入学统一考试英语试题答案：Section Ⅰ1-5 B A D B C 11-15 D B C D A6-10 A D C B D 16-20 C B A A CSection ⅡPart A21-25 C D A D A 31-35 D B B C C26-30 A C D A B 36-40 B B D A CPart B41-45 C E A B GPart C46.译文：虽然我们可以说衡量任何一个社会机构价值的标准是其丰富和完善人生方面所起的作用，但这种作用并不是我们最初动机的组成部分。

47. 译文：人们只是逐渐地才注意到机构的这一副产品，而人们把这种作用视为机构运作的指导性因素的过程则更为缓慢48. 译文：虽然在与年轻人的接触中我们很容易忽视自己的行为对他们的性情所产生的影响，然而在与成年人打交道时这种情况就不那么容易发生。

49．译文：由于我们对年轻人所做的首要工作在于使他们能够在生活中彼此相融，因此我们不仅要考虑自己是否在形成让他们获得这种能力的力量。

50. 译文：这就使我们得以在一只讨论的广义的教育过程中进一步区分出一种更为正式的教育形式，即直接教授或学校教育。

Section ⅢPart ADear editor，I have been reading your newspaper for many years and now I am writing this letter toinform you of the pressing situation we are facing now.Accustomed to using plastic bags in daily life, some people still take the “white polluti granted, which will greatly worsen our environment. As we know, limiting the use of disposableplastic bags is of utmost significance. Therefore, to save the situation from further aggravating, Iwould like to give the following suggestions:First and foremost, groups and individuals who are polluting our environment by using theplastic disposable plastic bags should be severely punished. In addition, the local media canmake full use of their own influence to publicize the negative effect of plastic bags and enhancepeople’s awareness of environmental protection. Last but not least, new technologies should bedeveloped to find possible alternatives with degradable and renewable materials.I hope that my suggestions are helpful and your prompt attention to my suggestions would behighly appreciated.Sincerely yours，Li MingPart BAs we can see in the picture, many people, old or young, men or women, are in front of acomputer and using the internet in the space just like a huge web of a spider. The caption in thedrawing reads: “the internet: near or far ”.It is obvious that the huge spider web is the symbol of the Internet and the symbolic meaningof the picture is the effect of the internet on people’s way of life.There is no doubt that theInternet provides us with considerable convenience. Internet is revolutionizing our way of living,making many things possible which are beyond our dreams. As a communication tool, the internetmakes us closer than ever before by providing immediate communication via e-mail, QQ, MSN orICQ, no matter how far away our friends are. So in this sense, the internet is making us nearer toeach other.However, there are negative effects of the internet on people’s life. As is shown in the picture people are imprisoned in their own respective small cabins, indulging in their own world. Theychoose contacting online rather than communicating face to face. Due to the addiction to thefictional experience, people seem to have forgotten the traditional and most efficientcommunication method, and thus indifference has become a not uncommon phenomenon in themodern world. We often hear parents complain that they have less and less time chatting withtheir children either because their children spend too much time playing games or chatting onlinewith friends or strangers. Also there are couples who seldom talk with each other. Therefore,internet seems to make near people far away.Hence, how to use modern communicating tools such as internet properly has becomes a hotissue in recent years. While we are enjoying the convenience provided by the internet, we shouldalso bear in mind that human beings are social beings who need real interpersonal interactions.Joint efforts are needed to ensure enough time for people especially families to have face-to-facecommunication with each other. Only in this way can we expect a healthy development of therelationship among individuals.答案详解第一部分英语知识运用这是一篇关于动物智能方面的文章，节选自2008年5月7日刊登在《纽约时报》的The Cost of Smarts（“聪明的代价”）。

2009年吉林大学考博英语真题

2009年吉林大学考博英语真题G Part 1 Vocabulary and Structure (15 points)Directions: There are thirty incomplete sentences in this part. For e ach sentence there are four choices, marked A, B, C, D. Choose the one that best completes the sentence. Mark your answer on the ANSW ER SHEEET with a single line through the center.1. However, growth in the fabricated metals industry was able to____ some of the decline in the iron and steelindustry.A. overturnB. overtakeC. offsetD. oppress2. France's ____of nuclear testing in the south pacific last month t riggered political debates and mass demonstrations.A. assumptionB. consumptionC. presumptionD. resumption3. The winners of the football championship ran off the field carryi ng the silver cup____.A. turbulentlyB.tremendouslyC.triumphantlyD. tentatively4. the 215-page manuscript circulated to publishers last October. ____ an outburst-of interest.A. flaredB. glitteredC. sparkedD. flashed5. The most important for assessment in this contest is originality of design. ？A. thresholdB. partitionC. warrantD. criterion6.The American society is____ an exceedingly shaky foundation of natur al resources, which is connected with the possibility of a worsening environment.A.establishedB.affiliated toC.originated fromD.incorporated with7. She has ____ a large sum of money from her father.A. inheritedB. presentedC. hostedD. turned'8. He may give the impression of being severe, but he is quite a kind person___.A. from heartB. at heartC. of heartD. by heart9. The city government is getting its residents to property ___thei r garbage.A. break upB. dispose ofC. check outD. hand out10. The English weather defies forecast and hence is a source of interest ___to everyone.A. speculationB. attributionC. utilizationD. proposition11. In fact as he approached this famous statue, he only barely res isted the ___to reach into his bag for his camera.A. impatienceB. impulseC. incentiveD. initiative12. Some day software will translate both written and spoken language so well that the need for any common secondlanguage could____.A. descendB. declineC. deteriorateD. depress13. Equipment not ____ official safety standards has all been remov ed from the workshop.A.conforming toB.consistent withC.predominant overD.providing for14. The introduction of gunpowder gradually made the bow and arrow___ _, particularly in Western Europe.A. obscureB. obsoleteC. optionalD. overlapping15. They used to quarrel a lot, but now they are completely with___ _ each other.A. reconciledB. negotiated C, associated D. accommodated16. Whoever formulated the theory of the origin of the universe, it is just____ and needs proving.A. spontaneousB. hypotheticalC. intuitiveD. empirical17. The future of this company is ____ : many of its talented empl oyees are flowing into more profitable net-basedbusinesses.A. at oddsB. in troubleC. in vainD. at stake18. It is no ______ that a large number of violent crimes are comm itted under the influence of alcohol.A . coincidence B. correspondence C. inspiration D. intuition19. The English language contains a(n) _ of words which are comparat ive seldom used in ordinary conversation.A. altitudeB. latitudeC. multitudeD. attitude20. A membership card ____the holder to use the club's facilities fo r a period of twelve months.A. approvesB. authorizesC. rectifiesD. endows21. He wore shorts and a T-shirt that revealed well-muscled legs and arms and a strong neck that ____the grizzled hair.A. beliedB. deniedC. reliedD. believed22. The football team celebrated its victory in a ____fashion, so the neighbors downstairs complained bitterly to them.A. strenuousB. ambiguousC. tumultuousD. conspicuous23. The bus is packed and it seems there is no room for one more person in the ____.A. channelB. streetC. laneD. aisle24. His first play has been ___to the screen.A. transferredB. translatedC. transportedD. transformed25. It is impossible to __ what will happen.A. talkB. speakC. predictD. prediction26. This is the sample of Chinese architecture ___by Japanese designe rs.A. changedB. alteredC. variedD. modified27. His whole attitude had undergone a ___ change.A. miniatureB. subtleC. fewD. little28. My conscience __ me to tell the truth.A. compelsB. repelsC. dispelsD spells29. I never trusted him because I always thought of him as such a character.A. graciousB. uniqueC. suspiciousD. particular30. The room was dark, and Stan nearly fell over a chair as heto the phone.A. trembledB. stumbledC. mumbledD. scrambledPart II Reading Comprehension (40 points)Directions: In this part there are 4 passages followed by questions or unfinished statements . each with four suggested answers. Choose t he one you think is the best answer. Mark you choice on the ANSWER SHEEET with a single line through the center.Questions 31-35 are based on the following passage:Economists believe that investors are rational, and that stock pri ces are therefore unpredictable. It sounds peculiar, but the logic is ironclad.Rational investors would take into account everything they know wh en buying or selling stock ___ all the information available about w here profits, interest rates, technology and so on are going. So sto ck prices would reflect all available knowledge, and would change onl y when new information came in. And new information is, by definitio n, unpredictable, which means that changes in stock prices would be unpredictable, too. But investors, being human, are driven by fear, g reed and the madness of crowds.In principle this should create patterns in stock prices, and in pri nciple you can use those patterns to outperform the market. But whil e it may be very hard to tell whether the market is overvalued or undervalued, one thing is for sure: It fluctuates more than it sho uld. That isinstead of rising or falling only when there is real news about fut ure, stocks surge and plunge for no good reason.People sell because other people are selling, or buy because other people are buying. And, as a result, it is more a series of random leaps than a random walk. Tuesday was a case in point. On a slow news day, markets suddenly dived, with the Dow falling by more tha n 3 percent and the Nastaq by more than 5 without anything happenin g to change your fundamental view about what is on in the U.S. eco nomy. Why was the market so easily spooked? Presumably because everyo ne is even more confused than usual about what stocks are really th ose days.On one side, the U.S. economy has been wallowing in good news. Prod uctivity has been soaring, allowing the economy to grow far faster t han seemed possible. And with clever new applications of silicon chip s coming out every day, it is easy to become exuberant about the f uture. On the other hand, as any financial theorist could tell you, good news that you already expect to hear I isn't news. Five year s ago, a 2 percent annual increase in worker productivity would have been regarded as excellent, and stocks would have risen sharply. To day it would be regarded as a disappointing performance, and would d rive stocks down.So, is it terrific or incredible? Nobody really knows. And a rationa l market would accept this ignorance, and waitfor some actual evidenc e in favor of one side or the other.Of course, it doesn’t work that way. One Tuesday, something caused investors to become sligh tly less convinced than they had been the day before that we are li ving in the best of all possible world. And the result was a huge destruction of paper-virtual- wealth.31. Paragraph 2 seems to suggest that ________ .A. investors are not always rationalB. stock price reflects all available knowledgeC. a rational investor should be good in prediction of the marketD. because new information is unpredicted it is hard for investors t o be rational32. According to the text, investors become irrational because _______ _ .A. they are not experiencedB. they possess the nature we all haveC. the U.S. economy is sometimes unpredictableD. they are confused about the changes of the stock market33.The result of “Tuesday case’’is that _______.A. the U.S. economy soaredB. the U.S. stock price fell sharplyC. people were disappointed about U.S. economyD. people were not sure about what stocks were really worth34. In paragraph 5, the phrase "wallowing in" may be replaced by____.A. delighted inB. surprised byC. convinced byD. doublful about35.We learn from the text that __.A. the investors are ignorantB. the stock market can be frightened very easily •C. the falling of Dow by 3 percent is considered as a 'random walk”D. a 2 percent annual increase in worker productivity is not a goodresultQuestions 36-40 are based on the following passageThe military services recently have shown more interest in family issues,including those relating to father-child relationships. This interest parallelsthe growing recognition by military leaders of the interdependency between military effectiveness and family functioning. It has been found that the extent to hich members are satisfied with their familylife is reflected in their job performance and is eventually tied totheir decision to stay in the military.for handling incidents of child abuse (虐待)and neglect. A key aspect of these important moves is their focus on prevention rather than punishment and discharge.This recognition, coupled with the changing image of the military community and family, has helped to provide more support services for military fathers. At the present time, the military services include a number of organizations that provide an impressive rangeof services and programs for fathers. Among these are Family Support Centers, Chaplain Services, Parent Education Programs, Child-Care Services, and Recreational Services for fathers and their children. In addition, each service branch has established policies and procedures Despite military efforts to provide services for families, militaryfathers have been unwilling in ihe past to seed services or ask for help with a personal or family problem. They often believe thatif they seek help for a problem, (hey may risk the danger of putting themselves in very unfavorable conditions and thus ruin their careers. As a consequence, military services and programs in recent yearshave increasingly adopted the concept of reaching out to military fathers to prevent certain problems in their planning efforts.36. The word "parallels" (line 3, para1) means ___.A. extends side by side withB. is similar toC. grows at the same time asD. acts as a balance to37. From the first paragraph we can see that _______ .A. enjoyable family life is the key to military effectivenessB. military leaders are anxious to improve their relationship with their children C. fathers are usually unwilling to stay in the militar y D. enjoyable family life promotes job performance38. The fundamental goal of the organizations listed in the second p aragraph is___.A. to prevent crimes in the militaryB. to bring about military effectivenessC. to handle incidents of child abuse and neglectD. to educate the children in the military39. The support services described in the passage .A. have done their best to help military fathersB. have solved all the problems of military fathersC. have not been functioning e fficientlyD. have ruined some people's careers .40. Form the last sentence of the passage, we know that____.A. access to military services has been made more convenient recentlyB. military services have been working hard on some ideological pro blemsC. more and more people have realized the importance of planning in military servicesD. the concept of prevention rather than punishment has been accepted by most people in the militaryQuestions 41-45 are based on the following passage:For more than a decade, the Federal Superfund program, designed to c lean up America's waste sites, has been a gold mine for lawyers and consultants.Billions have been spent on Superfund since 1980,but cleanup has been completed at fewer than 5 percent of the nation's 1,200 most dange rous waste sites.Where has the money gone? An enormous amount has been spent arguing and litigating over who should pay for cleanup. When Congress creat ed Superfund, it envisioned fast, efficient cleanups that would be fu nded by findingthose responsible at each and every site and making them pay. While this sounds good in theory, in reality this approach has buried Co ngress's vision under an avalanche of litigation and expensive, length y negotiations.First, many sites were created by waste disposal that took place 20, 30 or 40 years ago, or even longer. This can make identifying eve ryone connected with a site-finding records to prove who has owned a nd operated it, who sent what waste, how much and where-expensive an d time-consuming.Second, Superfund holds anyone who has ever owned, used or transporte d waste to a site liable for the entire cost of cleanup, even if no laws were broken at the time and even if they contributed only a tiny fractions of waste. This forces those identified at Superfundsites--- whether they be large corporations, small businesses, local governments, hospitals, universities or even individuals -- to spend more time and money looking for others to share the costs.With cleanup costs averaging $26 milling per site and some sites cos ting in the hundreds of millions, it's little wonder that organizatio ns and private parties spend years in negotiating and litigation. In fact, at some sites, more money is spent on determining who will pay than on cleanup itself. This does a lot for lawyers and consult ants but very little for the environment. .Even the Administrator of the U.S. Environmental Protection Agency (EP A) commented, “One of the sad truths about the program is that so much money has gone to people in three-piece suits and not moon s uits.41. What can we learn about the Federal Superfund program?A. It is an environmental protection plan.B. It concerns the cleanup of mining operations for gold run by the federal government.C. it employs lawyers and consultants to decide the proper cleanup sites.D. It completes about 5% of the cleanup every year.42. The third paragraph suggests that____.A. quick results were not expected when the program was initiatedB. the funding of cleanups would come from whoever was responsible f or the waste sitesC. the program has caused people to be more car eful about waste disposalD. Congress has all but given up the prog ram43. Which of the following is the major problem in carrying out the program?A. Identifying the waste sites.B. Estimating the cost of cleanup.C. Finding the important records and files.D. Determining the responsibility for the waste sites.44. Negotiations and litigation go on and on because those involved and identified .A. demand absolute fairness in paying the costB. want others to sh are the costsC. deny having broken lawsD. have little money on the cleanup45.What does the last sentence of the passage imply?A. The EPA has spent a lot of money.B. Cleanup needs much more money than expected.C. Money has disappe ared in many different ways.D. Money has been wasted on litigation.Questions 46 to 50 are based on the following passage:The realm of product liability is one that has always put legal sch olars and practitioners at odds. Viewed by some as genuine efforts t o protect the public from dangerous goods and others as an excuse for dirty lawyers to sue rich companies, the matter has yet to be r esolved. Product liability, and its implications for disgruntled consum ers wishing to sue the makers of what they buy, continues to be de bated.Those who argue that current product liability laws are positive asse rt that without such laws, manufacturers would be free to do as the y please without regard for the safety of the consumers who buy the ir products. As a result, they argue, shoddy merchandise would emerge , with every possible corner cut in order to lower costs, at the e xpense of quality. Not only would the shoddy merchandise be a rip-of f, however, but the products could likely be harmful as well. Propon ents of this point of view hail the new wave of warning labels and increased quality assurance that has resulted from recent product li ability legislation, confident in their conviction that it has made t he American marketplace a safer place to shop.Opponents of the current status-quo, however, cite the overwhelming am ount of litigation that has taken place as a result of stricter pro duct liability. A moderate approach is advised by this group, between the necessary safeguards that would prevent abuse of the system by the companies and the excessive consumer-protection laws that allow producers to be sued at the drop of a hat. These people argue that greed and the alluring possibility of easy money lead unscrupulous buyers to look for any excuse to bring minor grievances to court, h oping for a million-dollar outcome.As the situation stands now, the former camp is getting its way, re flecting society's priority of safety over economics. Recent lobbying by producers have begun to shift the tide, however. As abuse of pro duct liability laws continues and grows, courts are beginning to note the trend and take appropriate measures, casting a keener eye on s uch cases so as to distinguish between frivolous cases and more seri ous claims. In regard to the future of product liability legislation and its relation to our ever increasingly litigious society, only t ime will tell.46. It is stated that consumers who bring product liability problems to litigation____.A. are primarily motivated by the possibility of quick money through a lawsuitB. suffer injuries from faulty merchandise and deserve ap propriate compensationC. will find their options limited in the future as product liabilit y laws will move toward a more moderatepositionD. bring their issues to litigation based on both legitimate and pro fit-seeking ,grounds47. Manufacturers in the passage tend to ________ .A. invariably produce dangerous products that require legislation to e nsure safetyB. hold profit and cost-cutting in higher regard than consumer safetyC. be the victims of a legal institution that unfairly targets the mD. be bound by the current system, causing them to take caution in producing their products48. Those who favor less strict product liability laws believe that _________ .A. such laws curb producers’ability to create shoddy merchandise to attain greater profitB. the laws need to be modified to better s ense (he needs of both consumers and producersC. the results of su ch laws have been positive thus far. but need to be modifiedD. st rict product liability laws are unnecessary and should be disposed of49.The author's attitude toward the issue seems to be _________ .A. biasedB. puzzlingC. objectiveD. indifferent50. The main purpose of this passage is to ________ .A. present two opposing sides of an argument for the reader's consid erationB. educate the reader about the effect of product liability legislati on on the legal systemC. convince the reader that product liability laws need to be change dD. inform the reader of the current status of product liability l awsPart III Cloze(10 points)Directions: There are twenty blanks in the following passage. For eac h blank there are four choices marked A, B, C, and D. You should choose the ONE that best fits into the passage. Then mark the corre sponding letter on the Answer Sheet with a single line through the center.A food bank is the center of food collection and distribution in a community. This food usually 51 from grocery stores or manufactur ers that have thousands of pounds of food to give 52 . Food banks operate intricate and advanced warehousing operations, 53 food is co llected, 54 and re-distributed to the community. Traditionally, a food bank does not distribute food 55 to those in 56 . 57, food banks serve an58 network, of organizations in their 59 communities. These organizations serve one part of the 60 and know the needs of the people there. 61 working, together, the food bank and the community organization can serve a greater 62Many food banks provide of peo ple in the most efficient way.Many food banks provide 63 services. They 64 from after school feedi ng programs, 65In the aftermath of welfare reform, food banks throughout the country are raising private Kids Cafe, to community agricul ture projects.66 to operate innovative programs and to 67 those who are hungry. Every food bank strives to be a hunger advocate producing 68 studi es and tracking statistics, while lending their hands-on expertise to get legislation passed and ensuring that the 69 of domestic hunger is not lost in the shadow of an70 boom".51. A. results B. collects C. comes D. gathers52. A. away B. out C. over D. off53. A. which B. where c. what D. how54. A. accepted B. offered c. processed D. sorted55. A instantly B. directly c voluntarily D. readily56. A need B haste c. debt D. order57. A. However B. Otherwise c. Instead D. Certainly58. A. abnormal B. optional c. imaginary D. extensive59. A. individual B. respective c. special D. widespread60. A. organization B. bank c. operation D. community61. A. Therefore B. Nevertheless C. Still D. Conversely62. A. amount B. deal C. number D. quantity63. A regular B. other C. daily D. depositing64. A.change B. alter C. differ D range distributing65. A. including B. providing C. managing D66. A. demands B. properties C. funds D. plans67. A. shelter B. feed C. clothe D. finance68. A. poverty B. welfare C. hunger D. food69. A. issue B. policy C. reform D. project70. A. economical B. economics C. economy D. economicPart IV Translation from English into Chinese. (15 points) Directions: Read the following passage carefully and then translate th e underlined sentences into Chinese：Your translations must be writte n neatly on ANSWER SHEET.Many critics of the current welfare system argue that existing welfar e regulations lead to family instability. They believe that those reg ulations, which exclude most poor husband-and-wife families from Aid t o Families with Dependent Children (AFDC) assistance grants, contribute to the problem of family dissolution. (71)Thus, they conclude that expanding the set of families that can elig ibly get such grants would result in a marked strengthening of the low-income family structure.If all poor families could receive welfare, would the incidence of instability change markedly? The answer to this question depends o n the relative importance of three types of potential welfare recipie nts. The first is the “cheater”-the husband who is reported to have abandoned his family, but in fact disappears only when the social worker is in the neighborhood. ( 72) The second consists of a loving husband and devoted father who, sensing his own inadequacy as a family supporter, leaves so that h is wife and children may enjoy the relative benefit provided by publ ic assistance.There is very little evidence that these two types are significant.The third type is the unhappily married couple, who remain toget her out of a sense of economic responsibility or their children, bec ause of the high costs of separation, or because of the consumption benefits of marriage. This group is large. (73) The formation, main tenance, and dissolution of the family is in large part a function of the relative balance between the benefits and costs of marriage a s seen by the individual members of the marriage. Since the family performs certain functions society regards as vital, a complex network of social and legal process has evolved to reinforce marriage. Much of the variation in martial stability across income classes can be explained by the variation in costs of dissolution imposed by soc iety, such as division of poverty, and child support. (74) Marital s tability is related to the costs of achieving an acceptable agreement on family consumption and production and to the prevailing social p rice of instability in the marriage partners' social-economic group. E xpected income exerts pressures on family instability by reducing the cost of dissolution. To the extent that welfare is a form of gove rnment-subsidized AFDC payments, it reduces the costs of separation an d guarantees a minimal standard of living for wife and children. So welfare opportunities are a significant determinant of family instabi lity in poor neighborhoods, but this is not the result to AFDC regu lations that exclude most intact families from coverage. (75) Rather, welfare-related instability occurs because public assistance lowers bo th the benefits of marriage and the costs of its breach by providin g a system of government-subsidized payments.Part IV Writing(20 points)Directions: For this part, you are allowed 30 minutes to write a co mposition.The writing covers the following: more deserts appearing in many area s and possible causes of the problem, suggestions for improving the living environment such as planting trees, and what you could do for environmental protection. You should write at least 200 words follow ing the outline given above.。

2009年全国硕士研究生入学统一考试英语一试题及解析

2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1thefruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flieswho were taught to be smarter than the average fruit fly 2to live shorter lives. This suggests that 3bulbs burn longer, that there is an 4in not being too terrifically bright. Intelligence, it 5out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6the starting line because it depends on learning — a gradual 7— instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to8. Is there an adaptive value to9intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance10at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real11of our own intelligence might be. This is12the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would 13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. we believe that 15animals ran the labs, they would test us to 16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 1, not merely how much of it there is. 18to study a 19question: Are humans actually aware of the world they live in?20the resultsare 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 ofthe 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 leadersof seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Meanwhile, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology.43._____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture.44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures.45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single 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 everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been sofar 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 )po2009年考研英语真题答案Section II: Reading Comprehension (60 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。

2009年全国硕士研究生入学统一考试英语试题附答案详解

2009年全国硕士研究生入学统一考试英语试题附答案详解∙第1 部分：真题训练∙第2 部分：参考答案Section I Use of EnglishRead the following text. Choose the best word(s) foreach numbered blank and mark A, B, C or D onANSWER SHEET 1. (10 points)Research on animal intelligence always makes mewonder just how smart h umans are.1 the fruit-flyexperiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies whowere taught to be smarter than the average frui t fly 2 to live shorter lives. This suggests that 3bulbs burn longer, that there i s an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns m ore fuel and is slow6 the starting line because it depends on learning — a gra dual 7— instead of instinct. Plenty ofother species are able to learn, and one of the things they've apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That's the question behind this new research. Ilike it. Instead of casting a wistful glance 10 at all the spec ies we've left in the dust I.Q.-wise,it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind ofevery animal I've ever met.Research on animal intelligence also makes me wonder what experiments a nimals would 13 onhumans if they had the chance. Every cat with an owner,14 , is running a small-scale study inoperant conditioning. we believe that 15animals ran the labs, they would test us to 16 thelimits of our patience, our faithfulness, our memory for terrain. They would try to decidewhat intellig ence in humans is really 17 , not merely how much of it there is.18 , they wouldhope to study a 19 question: Are humans actually aware of the world they live in? 20 theresults are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosi ng A, B, C or D.Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains o n auto-pilot andrelaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules theunreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21stcentury, even the word ―habit‖ c arries a negative connotation.So it seems antithetical to talk about habits in the same context as creativ ity and innovation. But brain researchers have discovered that when we con sciously develop newhabits, we create parallel synaptic paths, and even ent irely new brain cells, that can jump ourtrains of thought onto new, innovativ e tracks.But don't bother trying to kill off old habits; once those ruts of procedure ar e worn into thehippocampus, they're there to stay. Instead, the new habits we deliberately ingrain intoourselves create parallel pathways that can byp ass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says D awna Markova,author of ―The Open Mind‖ and an executive change consulta nt for Professional ThinkingPartners.―But we are taught instead to ‗decide,' just as our president calls himself ‗the Decider.'‖ She adds, however, that ―to decide is to kill off all possibilities but o ne. A good innovationalthinker is always exploring the many other possibilitie s.‖All of us work through problems in ways of which we're unaware, she says. Researchers in thelate 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, rela tionally (or collaboratively) and innovatively. Atpuberty, however, the brain s huts down half of that capacity, preserving only those modes ofthought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proc edure, meaningthat few of us inherently use our innovative and collabora tive modes of thought.―Thisbreaks the major rule in the American belief system — that anyone can d o anything,‖ explainsM. J. Ryan, author of the 2006 book ―This Year I Will...‖and Ms. Markova's business partner.―That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're goodat and doing even more of it creates excellence.‖ This is wh ere developing new habits comesin.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his p aternal (fatherly)wisdom – or at least confirm that he's the kid's dad. All he n eeds to do is shell our $30 forpaternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become av ailable withoutprescriptions last years, according to Doug Fog, chief operatin g officer of Identigene, whichmakes the over-the-counter kits. More than two dozen companies sell DNA tests Directly tothe public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted chil dren can use tofind their biological relatives and latest rage a many passion ate genealogists-and supportsbusinesses that offer to search for a family's ge ographic roots .Most tests require collecting cells by webbing saliva in the mouth and sendin g it to thecompany for testing. All tests require a potential candidate with w hom to compare DNA.But some observers are skeptical,―There is a kind of false precision being hawked by peopleclaiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a fewcenturies back. Yet most ancestry testing only considers a single li neage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passeddown only from mothers. This DNA can re veal genetic information about only one or twoancestors, even though, for e xample, just three generations back people also have six othergreat-grandpar ents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the ref erence collectionsto which a sample is compared. Databases used by some c ompanies don't rely on datacollected systematically but rather lump together information from different research projects.This means that a DNA database may differ depending on the company that processes theresults. In addition, the computer programs a company uses to estimate relationships may bepa tented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK's ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one's birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __ ________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It's problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor coun tries is widely misunderstood by economists and politicians alike progress in both area is undoubtedlynecessary for the social, political and intellectual d evelopment of these and all other societies;however, the conventional view that education should be one of the very highest priorities forpromoting rapid economic development in poor countries is wrong. We are fortunate that is it ,because new educational systems there and putting enough people through t hem to improveeconomic performance would require two or three generatio ns. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher produ ctivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not l ong ago, with thecountry entering a recessing and Japan at its pre-bubble pe ak. The U.S. workforce was derided as poorly educated and one of primary c ause of the poor U.S. economic performance. Japan was, and remains, the g lobal leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyotaachieved about 95 percent of the productivity of their Japanese countere pants a result of thetraining t hat U.S. workers received on the job.More recently, while examing housing construction, the researchers discover ed that illiterate,non-English- speaking Mexican workers in Houston, Texas, consistently met best-practicelabor productivity standards despite the co mplexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the developm ent of education even whengovernments don't force it. After all, that's how ed ucation got started. When our ancestorswere hunters and gatherers 10,000 y ears ago, they didn't have time to wonder much aboutanything besides findin g food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in tur n afford moreeducation. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems r equired by advanced economic performance. Thus poor countries might not be able to escape their poverty traps withoutpolitical changes that may be possible only with broader formal education. A lack of formaleducation, howev er, doesn't constrain the ability of the developing world's workforce tosubsta ntially improve productivity for the forested future. On the contrary, constr aints onimproving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor c ountries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that ____ ______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education e merged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and politicalleaders of seventeenth-century New England. According to the st andard history of Americanphilosophy, nowhere else in colonial America was ―So much important attached to intellectual pursuits ‖ According to many boo ks and articles, New England's leaders established the basicthemes and preo ccupations of an unfolding, dominant Puritan tradition in American intellect ual life.To take this approach to the New Englanders normally mean to start with th e Puritans'theological innovations and their distinctive ideas about the churc h-important subjects that wemay not neglect. But in keeping with our exami nation of southern intellectual life, we mayconsider the original Puritans ascarriers of European culture adjusting to New worldcircumstances. The New E ngland colonies were the scenes of important episodes in the pursuitof widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educatio n and influence inEngland.`Besides the ninety or so learned ministers who came to Massachusetts churc h in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman,lawyer, and official of the Crown before he journeyed to Boston. There men wrote andpublished extensively, reaching both New Worl d and Old World audiences, and giving NewEngland an atmosphere of intelle ctual earnestness.We should not forget , however, that most New Englanders were less well edu cated. While fewcrafts men or farmers, let alone dependents and servants, lef t literary compositions to beanalyzed, The in thinking often had a traditiona l superstitions quality. A tailor named JohnDane, who emigrated in the late 1630s, left an account of his reasons for leaving England thatis filled with sign s. sexual confusion, economic frustrations , and religious hope-all nametoget her in a decisive moment when he opened the Bible, told his father the first l ine he sawwould settle his fate, and read the magical words:―come out from among them, touch nounclean thing , and I will be your God and you shall be my people.‖ One wonders what Danethought of the careful s ermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane's, as one clergymanlearned in confronting folk along the coast who mocked that th ey had not come to the Newworld for religion .―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England________ ___.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________ .[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Qu estions (41-45),choose the most suitable one from the list A-G to fit into eac h of the numbered blank. Thereare two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWERSHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed b y British naturalistCharles Darwin in the 1860s, British social philosopher Her bert Spencer put forward his owntheory of biological and cultural evolution. Spencer argued that all worldly phenomena,including human societies, chang ed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of c ultural evolution inthe late 1800s. Morgan, along with Tylor, was one of the f ounders of modern anthropology. Inhis work, he attempted to show how all a spects of culture changed together in the evolution ofsocieties.42.________ _____.In the early 1900s in North America, German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism. Historical particularism,which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique historyand not as one of many cultures belonging to a broader evolu tionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in Americananthropology, largely through the influence of many students of Boas. But a number ofanthropologists in the early 1900s also rejected the pa rticularist theory of culture in favor ofdiffusionism. Some attributed virtually e very important cultural achievement to the inventionsof a few, especially gif ted peoples that, according to diffusionists, then spread to othercultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture thatwould greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the r elationship between the function of society andculture—known as functionali sm—became a major theme in European, and especially British,anthropology .[A] Other anthropologists believed that cultural innovations, such as invention s, had a singleorigin and passed from society to society. This theory was kno wn as diffusionism.[B] In order to study particular cultures as completely as possible, Boas bec ame skilled in linguistics, the study of languages, and in physical anthropolog y, the study of human biologyand anatomy.[C] He argued that human evolution was characterized by a struggle he calle d the ―survival ofthe fittest,‖ in which weaker races and societies must even tually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peopl e's social structure, such as initiation ceremonies that formally signify childre n's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of fam ilies, forms ofmarriage, categories of kinship, ownership of property, form s of government, technology,and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts that w ork together tokeep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry i ncorrectlysuggested, on the basis of inadequate information, that farming, p ottery making, andmetallurgy all originated in ancient Egypt and diffused thr oughout the world. In fact, all of thesecultural developments occurred separat ely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments i nto Chinese. Yourtranslation should be written carefully on ANSWER SHEET 2.(10 points)There is a marked difference between the education which every one gets fro m living withothers, and the deliberate educating of the young. In the forme r case the education is incidental; it is natural and important, but it is not the express reason of the association.46Itmay be said that the measure of the worth of any social institution is its effect in enlargingand improving experi ence; but this effect is not a part of its original motive. Religiousassociation s began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites an d secure familyperpetuity; systematic labor, for the most part, because of e nslavement to others, etc.47Onlygradually was the by-product of the institution noted, and only more gradually still was thiseffect considered as a directive factor in the conduct o f the institution. Even today, in ourindustrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of t he forms of human association under which the world's work is carriedon rec eives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediat e human fact,gains in importance.48 While it is easy to ignore in our contact with them the effect of our actsupon their disposition, it is not so easy as in dealing with adults. The need of training is tooevident; the pressure to acc omplish a change in their attitude and habits is too urgent toleave these con sequences wholly out of account.49Since our chief business with them is toenable them to share in a common life we cannot help considering whether or no we are formingthe powers whic h will secure this ability.If humanity has made some headway in realizing t hatthe ultimate value of every institution is its distinctively human effect we may well believe thatthis lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been sofar considering, a more formal kind of education -- that of direct tuition or schooling. Inundeveloped social groups, we find very little fo rmal teaching and training. These groups mainlyrely for instilling needed disp ositions into the young upon the same sort of association whichkeeps the ad ults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some r egions.―White pollution‖is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of t he letter. Use "LiMing" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points1-5 BADBC6-10 ADCBD11-15 DBCDA16-20 CBAAC21-25 ABCAA26-30 ACDAB31-35 DBBAC36-40 BBDAC41-45 CEABG46．It may be said that the measure of the worth of any social institution i s its effect inenlarging and improving experience ,but this effect is not a part of its original motive尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。

2009年考研英语真题—答案

2009年硕士研究生入学考试考研英语真题答案1. B.本题考查动词，后面的宾语是“the fruit-fly experiments described…”，suppose 表示“假设”，observe表示“观察”，image表示“想象”，Consider“考虑”，代入文中表示“考虑已经被描述出来的实验”，符合语境。

2. A.本题考查动词短语，happen to(碰巧)，fear to(唯恐…)，be threatened to被恐吓…。

tend to do表示“有…倾向，往往…”，代入文中表示比较聪明的果蝇往往寿命较短。

3. D.本题考查形容词，lighter更轻的，thinner更瘦的，stabler更稳定的，dimmer 比较暗淡的，本句是前一句推出的结论，即由“果蝇越聪明寿命越短”推出“灯泡越暗使用时间越长”。

4. B.本题考查名词。

由前半句“灯泡越暗使用时间越长”推出“这是不特别亮的灯泡的一个优点”。

tendency倾向，advantage优势，inclination倾向，priority优先权。

5. C.本题考查动词短语，turns out证明是，insist on坚持，sum up总结，put forward 提出。

6. A.本题考查介词，off表示离开。

代入文中表示离开起点时。

7. D.incredible难以置信的，spontaneous自发的，inevitable不可避免的，gradual 渐进的。

学习是一个渐进的过程，所以选gradual.8. C.本文的主旨是智力需要昂贵的代价。

大量的物种会学习，但它们首先学会的是知道什么时候停止学习，与上文的例子灯泡呼应。

四个选项中，fight表示斗争，doubt表示怀疑，stop表示停止，think表示思考，正确答案为C9. B.本题考查形容词，修饰intelligence。

invisible看不见的，indefinite不确定的，这两个选项意思不符合，排除。

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.Everyone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.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 beingIIIhawked 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 collecti ons 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 testingEveryone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.Text 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 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 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___________.V[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 distincti ve 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.Everyone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.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__________.VII[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 theoryEveryone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.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)IXThere 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.。

09年英语考研试卷真题

09年英语考研试卷真题英语考研，即研究生入学考试中的英语科目，是中国学生为了进入研究生院而必须参加的一项考试。

2009年的英语考研试卷真题是很多准备考研的学生复习的重要资料。

以下是模拟的2009年英语考研试卷真题的一个例子：2009年英语考研试卷真题Part I: Use of English (英语知识运用)Section ADirections: Read the following text. Alter the form, where necessary, to make the sentences coherent and grammatically correct. Mark your answers on the Answer Sheet.[Text]In the past, the majority of people lived in rural areas. However, with the development of industry and urbanization, the number of people living in cities has been increasing rapidly. This trend has had a profound effect on the social structure and way of life. For instance, the traditional family unit, which was once the cornerstone of society, has been changing. The family is no longer the primary source of support for the elderly. The young people are more likely tomove away from their hometowns to pursue career opportunities. As a result, the social fabric is becoming more complex. The government is now faced with the challenge of providing adequate housing, education, and healthcare for the growing urban population.[Questions]1. In the past, the majority of people lived in rural areas. (No change needed)2. However, with the development of industry and urbanization, the number of people living in cities is increasing rapidly.3. This trend has a profound effect on the social structure and way of life.4. For instance, the traditional family unit, which was once the cornerstone of society, has been changed.5. The family is no longer the primary source of support for the elderly.6. The young people are more likely to move away from their hometowns to pursue career opportunities.7. As a result, the social fabric is becoming more complex.8. The government is now faced with the challenge ofproviding adequate housing, education, and healthcare for the growing urban population.Section BDirections: Complete the sentences by translating the Chinese sentence into English.1. 随着科技的进步，人们的生活方式也发生了巨大的变化。

2009年全国硕士研究生入学统一考试英语试题（3）

Text 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 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. 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 reference。

【考研必备】2009年考研英语真题及解析

2009年全国硕士研究生招生考试英语（一）试题Section I Use of EnglishDirections:Read the following text.Choose the best word(s)for each numbered blank and mark A,B,C or D on ANSWER SHEET1.(10points)Research on animal intelligence always makes us wonder just how smart humans are.1the fruit-fly experiments described by Carl Zimmer in the Science Times.Fruit flies who were taught to be smarter thanthe average fruit fly2to live shorter lives.This suggests that3bulbs burn longer,that there is a(n)4in notbeing too bright.Intelligence,it5,is a high-priced option.It takes more upkeep,burns more fuel and is slow6the starting line because it depends on learning—a(n)7process—instead of instinct.Plenty of other species are able to learn,and one of the things they’ve apparently learned is when to8.Is there an adaptive value to9intelligence?That’s the question behind this new research.Instead of casting a wistful glance10at all the species we’ve left in the dust I.Q.-wise,it implicitly asks what the real11of ourown intelligence might be.This is12the mind of every animal we’ve ever met.Research on animal intelligence also makes us wonder what experiments animals would13on humans ifthey had the chance.Every cat with an owner,14,is running a small-scale study in operant conditioning.We believe that15animals ran the labs,they would test us to16the limits of our patience,our faithfulness,our memory for locations.They would try to decide what intelligence in humans is really17,not merely howmuch of it there is.18,they would hope to study a(n)19question:Are humans actually aware of the worldthey live in?20the results are inconclusive.1 2 3 4 5 6 7 8 9 1 1 1 1.[A]Suppose.[A]tended.[A]thinner.[A]tendency[B]Consider[B]feared[C]Observe[C]happened[D]threatened[C]lighter[D]dimmer[D]Imagine[B]stabler[B]advantage[C]inclination[D]priority.[A]insists on[B]sums up.[A]off[B]behind.[A]incredible[B]spontaneous[C]inevitable[D]gradual[C]turns out[D]puts forward[C]over[D]along.[A]fight[B]doubt[C]stop[D]think.[A]invisible0.[A]upward1.[A]features2.[A]outside3.[A]deliver[B]limited[B]forward[C]indefinite[C]afterward[D]different[D]backward[D]costs[B]influences[C]results[B]on[C]by[D]across[D]apply[B]carry[C]perform1 1 1 1 26.[A]moderate[B]overcome[C]determine[C]after[D]reach[D]with7.[A]at[B]for8.[A]Above all[B]After all[C]However[D]Otherwise9.[A]fundamental[B]comprehensive[C]equivalent[D]hostile0.[A]By accident[B]In time[C]So far[D]Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts.Answer the questions below each text by choosing[A],[B],[C]or[D].Mark your answers on ANSWER SHEET1.(40points)Text1Habits are a funny thing.We reach for them mindlessly,setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine.“Not choice,but habit rules the unreflecting herd,”William Wordsworth said in the19th century.In the ever-changing21st century,even the word“habit”carries a negative connotation.So it seems paradoxical to talk about habits in the same contextas creativity and innovation.But brain researchers have discovered that when we consciously develop new habits,we create parallel paths,and even entirely new brain cells,that can jump our trains of thought onto new,innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit,we can instead direct our own change by consciously developing new habits.In fact,the more new things we try—the more we step outside our comfort zone—the more inherently creative we become,both in the workplace and in our personal lives.But don’t bother trying to kill off old habits;once those ruts of procedure are worn into the brain,they’re there to stay.Instead,the new habits we deliberately press into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,”says Dawna Markova,author of The Open Mind.“But we are taught instead to‘decide,’just as our president calls himself‘the Decider.’”She adds,however,that“to decide is to kill off all possibilities but one.A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware,she says.Researchers in the late1960 discovered that humans are born with the capacity to approach challenges in four primary ways:analytically, procedurally,relationally(or collaboratively)and innovatively.At the end of adolescence,however,the brain shuts down half of that capacity,preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure,meaning that few of us inherently use our innovative and collaborative modes of thought.“This breaks the major rule in the American belief system—that anyone can do anything,”explains M.J.Ryan,author of the2006book This Year IWill...and Ms.Markova’s business partner.“That’s a lie that we have perpetuated,and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.”This is where developing new habits comes in.21.In Wordsworth’s view,“habits”is characterized by being.[ [ [ [A]casualB]familiarC]mechanicalD]changeable.22.Brain researchers have discovered that the formation of habit can be.[ [ [ [A]predictedB]regulatedC]tracedD]guided23.“ruts”(Line1,Paragraph4)is closest in meaning to.[ [ [ [A]tracksB]seriesC]characteristicsD]connections24.Dawna Markova would most probably agree that.[ [ [ [A]ideas are born of a relaxing mindB]innovativeness could be taughtC]decisiveness derives from fantastic ideasD]curiosity activates creative minds25.Ryan’s comments suggest that the practice of standardized testing[ [ [ [A]prevents new habits from being formedB]no longer emphasizes commonnessC]maintains the inherent American thinking modelD]complies with the American belief systemText2It is a wise father that knows his own child,but today a man can boost his paternal(fatherly)wisdom—or at least confirm that he’s the kid’s dad.All he needs to do is shell out$30for paternity testing kit(PTK)at his local drugstore—and another$120to get the results.More than60,000people have purchased the PTKs since theyfirst become available without prescriptions last years,according to Doug Fogg,chief operating officer of Identigene,which makes the over-the-counter kits.More than two dozen companies sell DNA tests directly to the public,ranging in price from a few hundred dollars to more than$2500.Among the most popular:paternity and kinship testing,which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption.DNA testing is also the latest rage among passionate genealogists—and supports businesses that offer to search for a family’s geographic roots.Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing.All tests require a potential candidate with whom to compare DNA.But some observers are skeptical.“There is a kind of false precision being hawked by people claiming they are doing ancestry testing,”says Troy Duster,a New York University sociologist.He notes that each individual has many ancestors—numbering in the hundreds just a few centuries back.Yet most ancestry testing only considers a single lineage,either the Y chromosome inherited through men in a father’s line or mitochondrial DNA,which is passed down only from mothers.This DNA can reveal genetic information about only one or two ancestors,even though,for example,just three generations back people also have six other great-grandparents or,four generations back,14other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared.Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects.This means that a DNA database may have a lot of data from some regions and not others,so a person’s test results may differ depending on the company that processes the results.In addition,the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs1and2,the text shows PTK’s_________.[ [ [ [A]easy availabilityB]flexibility in pricingC]successful promotionD]popularity with households27.PTK is used to________.[ [ [ [A]locate one’s birth placeB]promote genetic researchC]identify parent-child kinshipD]choose children for adoption28.Skeptical observers believe that ancestry testing fails to________.[ [ [ [A]trace distant ancestorsB]rebuild reliable bloodlinesC]fully use genetic informationD]achieve the claimed accuracy29.In the last paragraph,a problem commercial genetic testing faces is________.[ [A]disorganized data collectionB]overlapping database building[ [C]excessive sample comparisonD]lack of patent evaluation30.An appropriate title for the text is most likely to be________.[ [ [ [A]Fors and Againsts of DNA TestingB]DNA Testing and Its ProblemsC]DNA Testing Outside the LabD]Lies Behind DNA TestingText3The relationship between formal education and economic growth in poor countries is widelymisunderstood by economists and politicians alike.Progress in both areas is undoubtedly necessary for the social,political,and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that it is,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recession and Japan at its pre-bubble peak,the U.S.workforce was derided as poorly educated and one of primary causes of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about95percent of the productivity of their Japanese counterparts—a result of the training that U.S.workers received on the job.More recently,while examing housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all,that’s how education got started.When our ancestors were hunters and gatherers10,000years ago, they didn’t have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity’s productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn’t constrain the ability of the developing world’s workforce tosubstantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn’t developing more quickly there than it is.31.The author holds in paragraph1that the importance of education in poor countries___.[ [ [ [A]is subject to groundless doubtsB]has fallen victim of biasC]is conventionally downgradedD]has been overestimated32.It is stated in paragraph1that the construction of a new education system_______.[ [ [ [A]challenges economists and politiciansB]takes efforts of generationsC]demands priority from the governmentD]requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that_______.[ [ [ [A]the Japanese workforce is better disciplinedB]the Japanese workforce is more productiveC]the U.S workforce has a better educationD]the U.S workforce is more organize34.The author quotes the example of our ancestors to show that education emerged______.[ [ [ [A]when people had enough timeB]prior to better ways of finding foodC]when people on longer went hungryD]as a result of pressure on government35.According to the last paragraph,development of education________.[ [ [ [A]results directly from competitive environmentsB]does not depend on economic performanceC]follows improved productivityD]cannot afford political changesText4The most thoroughly studied intellectuals in the history of the new world are the ministers and politicalleaders of seventeenth-century New England.According to the standard history of American philosophy, nowhere else in colonial America was“so much importance attached to intellectual pursuits.”According to many books and articles,New England’s leaders established the basic themes and preoccupations of an unfolding,dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally means to start with the Puritans’theological innovations and their distinctive ideas about the church-important subjects that we may not neglect.But in keeping with our examination of southern intellectual life,we may consider the original Puritans as carriers ofEuropean culture,adjusting to New World circumstances.The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts churches in the decade after1629,there were political leaders like John Winthrop,an educated gentleman,lawyer,and official of the Crown before he journeyed to Boston.These men wrote and published extensively,reaching both New World and Old World audiences,and giving New England an atmosphere of intellectual earnestness.We should not forget,however,that most New Englanders were less well educated.While few crafts men or farmers,let alone dependents and servants,left literary compositions to be analyzed,their thinking often had a traditional superstitious quality.A tailor named John Dane,who emigrated in the late1630s,left an account of his reasons for leaving England that is filled with signs.Sexual confusion,economic frustrations, and religious hope-all name together in a decisive moment when he opened the Bible,told his father that the first line he saw would settle his fate,and read the magical words:“Come out from among them,touch no unclean thing,and I will be your God and you shall be my people.”One wonders what Dane thought of the careful sermons explaining the Bible that he heard in Puritan churches.Meanwhile,many settles had slighter religious commitments than Dane’s,as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New World for religion.“Our main end was to catch fish.”36.The author notes that in the seventeenth-century New England_________.[ [ [ [A]Puritan tradition dominated political lifeB]intellectual interests were encouragedC]Politics benefited much from intellectual endeavorsD]intellectual pursuits enjoyed a liberal environment37.It is suggested in paragraph2that New Englanders________.[ [ [ [A]experienced a comparatively peaceful early historyB]brought with them the culture of the Old WorldC]paid little attention to southern intellectual lifeD]were obsessed with religious innovations38.The early ministers and political leaders in Massachusetts Bay________.[ [ [ [A]were famous in the New World for their writingsB]gained increasing importance in religious affairsC]abandoned high positions before coming to the New WorldD]created a new intellectual atmosphere in New England39.The story of John Dane shows that less well-educated New Englanders were often_____.[ [ [A]influenced by superstitionsB]troubled with religious beliefsC]puzzled by church sermons[D]frustrated with family earnings0.The text suggests that early settlers in New England________. 4[ [ [ [A]were mostly engaged in political activitiesB]were motivated by an illusory prospectC]came from different intellectual backgroundsD]left few formal records for later referencePart BDirections:In the following text,some segments have been removed.For Questions41-45,choose the most suitable one from the list A-G to fit into each of the numbered blanks.There are two extra choices,which do not fit in any of the blanks.Mark your answers on ANSWER SHEET1.(10points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the1860s,British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution.Spencer argued that all worldly phenomena,including human societies,changed over time, advancing toward perfection.41)____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s.Morgan helped found modern anthropology—the scientific study of human societies,customs and beliefs—thus becoming one of the earliest anthropologists.In his work,he attempted to show how all aspects of culture changed together in the evolution of societies.42)_____________.In the early1900s in North America,German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism.Historical particularism,which emphasized the uniqueness of all cultures,gave new direction to anthropology.43)_____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture.44)_______________. Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas.But a number of anthropologists in the early1900s also rejected the particularist theory of culture in favor of diffusionism.Some attributed virtually every important cultural achievement to the inventions of a few,especially gifted peoples that,according to diffusionists,then spread to other cultures.45)________________.Also in the early1900s,French sociologistÉmile Durkheimdeveloped a theory of culture that would greatly influence anthropology.Durkheim proposed that religious beliefs functioned to reinforce social solidarity.An interest in the relationship between the function ofsociety and culture became a major theme in European,and especially British,anthropology.[A]Other anthropologists believed that cultural innovations,such as inventions,had a single origin and passed from society to society.This theory was known as diffusionism.[B]In order to study particular cultures as completely as possible,he became skilled in linguistics,the studyof languages,and in physical anthropology,the study of human biology and anatomy.[C]He argued that human evolution was characterized by a struggle he called the“survival of the fittest,”in which weaker races and societies must eventually be replaced by stronger,more advanced races and societies.[D]They also focused on important rituals that appeared to preserve a people’s social structure,such as initiation ceremonies that formally signify children’s entrance into adulthood.[E]Thus,in his view,diverse aspects of culture,such as the structure of families,forms of marriage, categories of kinship,ownership of property,forms of government,technology,and systems of food production,all changed as societies evolved.[F]Supporters of the theory viewed culture as a collection of integrated parts that work together to keep a society functioning.[G]For example,British anthropologists Grafton Elliot Smith and W.J.Perry incorrectly suggested,on the basis of inadequate information,that farming,pottery making,and metallurgy all originated in ancient Egyptand diffused throughout the world.In fact,all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese.Your translation should be written carefully on ANSWER SHEET2.(10points)There is a marked difference between the education which every one gets from living with others,and the deliberate educating of the young.In the former case the education is incidental;it is natural andimportant,but it is not the express reason of the association.(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience,but this effect is not a part of its original motive.Religious associations began,for example,in the desire to secure the favor of overruling powers and to ward off evil influences;family life in the desire to gratify appetites and secure family perpetuity;systematic labor,for the most part,because of enslavement to others,etc.(47)Only gradually was the by-product of the institution noted,and only more gradually still was this effect considered as a directive factor in the conduct of the institution.Even today,in our industrial life,apart from certain values of industriousness and thrift,the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young,the fact of association itself as an immediate human fact,gains in importance. (48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition,it is not so easyas in dealing with adults.The need of training is too evident and the pressure to accomplish a change in theirattitude and habits is too urgent to leave these consequences wholly out of account.(49)Since our chief business with them is to enable them to share in a commonlife we cannot help considering whether or not we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50)We are thus led to distinguish,within the broad educational process which we have been so far considering,a more formal kind of education—that of direct tuition or schooling.In undeveloped social groups,we find very little formal teaching and training.These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.SectionⅢWritingPart A51.Directions:Restrictions on the use of plastic bags have not been so successful in some regions.“White Pollution”is still going on.Write a letter to the editor(s)of your local newspaper to1)give your opinions briefly,and2)make two or three suggestionsYou should write about100words on ANSWER SHEET2.Do not sign your own name at the end of the e“Li Ming”instead.Do not write the address.(10points)Part B52.Directions:Write an essay of160-200words based on the following drawing.In your essay,you should1)describe the drawing briefly,2)explain its intended meaning,and then3)give your comments.You should write neatly on ANSHWER SHEET2.(20points)网络的“近”与“远”2009年全国硕士研究生招生考试英语（一）答案详解Section I Use of English一、文章总体分析本文是一个有关动物智力话题的文章。

2009年考研英语真题-推荐下载

2009年全国硕士研究生入学统一考试Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes us wonder just how smart humans are. _1_ the fruit-fly experiments described in Carl Zimmer in the Science Times. Fruit flies who were taught to be smarter than the average fruit fly __2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is a(n) __4 in not being too bright.Intelligence, it __5 , is a high-priced option. It takes more upkeep, burns more fuel and is slow __6 _ the starting line because it depends on learning — a(n)__7 _ process — instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to __8 .Is there an adaptive value to __9 _ intelligence? That’s the question behind this new research. Instead of casting a wistful glance __10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real __11 of our own intelligence might be. This is __12 the mind of every animal we’ve ever met.Research on animal intelligence also makes us wonder what experiments animals would __13_ on humans if they had the chance. Every cat with an owner, __14 , is running a small-scale study in operant conditioning. We believe that __15 animals ran the labs, they would test us to __16 the limits of our patience, our faithfulness, our memory for locations. They would try to decide what intelligence in humans is really __17 , not merely how much of it there is. __18 , they would hope to study a(n) 19 question: Are humans actually aware of the world they live in? __20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] forinstance15. [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 AText 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 own 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 late 1960s 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 cando 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. In Wordsworth’s view, “habits” is characterized by being[A] casual. [B] familiar. [C] mechanical. [D] changeable.22. Brain researchers have discovered that the formation of habits can be[A] predicted. [B] regulated. [C] traced. [D] guided.23. The word “ruts” (Line 1, paragraph 4) is closest in meaning to[A] tracks. [B] series. [C] characteristics. [D] connections.24. 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 minds.25. Ryan’s comments suggest that the practice of standardized 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.Text 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he’s the kid’s dad. All he needs to do is shell out $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last year, 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 afather’s line or mitochondrial DNA, which is passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may 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 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 accuracy.29. 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 Its Problems.[C] DNA Testing Outside the Lab.[D] Lies Behind DNA Testing.Text 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economicdevelopment 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 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 recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts as 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 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 to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in Paragraph 1 that the importance of education in poor countries[A] is subject to groundless doubts.[B] has fallen victim of bias.[C] is conventionally downgraded.[D] has been overestimated.32. It is stated in Paragraph 1 that the construction of a new education system[A] challenges economists and politicians.[B] takes efforts of generations.[C] demands priority from the government.[D] requires sufficient labor force.33.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 organized.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 hungry.[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 changes.Text 4The most thoroughly studied intellectuals in the history of the New World are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “so much importance attached to intellectual pursuits.” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally means to start with the Puritans’ theological innovations and their distinctive ideas about the church --- important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers 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. 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 craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their 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 came 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 settlers 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 holds 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 innovations.38. 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 England.39. 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 BCoinciding 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 ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed culture as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.。

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。

2009年全国硕士研究生入学统一考试英语一试题及解析2

2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2to live shorter lives. This suggests that 3bulbs burn longer, that there is an 4in not being too terrifically bright.Intelligence, it 5out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6the starting line because it depends on learning — a gradual 7— instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to8.Is there an adaptive value to9intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance10at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real11of our own intelligence might be. This is12the mind of every animal I've evermet.Research on animal intelligence also makes me wonder what experiments animals would 13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. we believe that 15animals ran the labs, they would test us to 16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 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 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 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 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 whyeducation 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 standardhistory of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you 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 wereoften __________.[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 newdirection 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, hada single origin and passed from society to society. This theory was known asdiffusionism.[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's socialstructure, 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 express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section ⅢWritingPart A2009年考研英语真题答案Section I: Use of English (10 points)Section II: Reading Comprehension (60 points)Part A (40 points)Part B (10 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。

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。