2009年考研英语历年真题阅读理解精读笔记(十一)
2009考研英语阅读理解精选试题及答案解析
2009考研英语阅读理解精选试题及答案解析Unit1Part ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. （40 points）Text 1It's plain common sense - the more happiness you feel, the less unhappiness you experience. It's plain common sense, but it's not true. Recent research reveals that happiness and unhappiness are not really two sides of the same emotion. They are two distinct feelings that, coexisting, rise and fall independently.People might think that the higher a person's level of unhappiness, the lower their level of happiness and vice versa. But when researchers measure people's average levels of happiness and unhappiness, they often find little relationship between the two.The recognition that feelings of happiness and unhappiness can co-exist much like love and hate in a close relationship may offer valuable clues on how to lead a happier life. It suggests, for example, that changing or avoiding things that make you miserable may well make you less miserable, but probably won't make you any happier. That advice is backed up by an extraordinary series of studies which indicate that a genetic predisposition for unhappiness may run in certain families. On the other hand, researchers have found happiness doesn't appear to be anyone's heritage. The capacity for joy is a talent you develop largely for yourself.Psychologists have settled on a working definition of the feeling - happiness is a sense of subjective well-being. They have also begun to find out who's happy, who isn't and why. To date, the research hasn't found a simple formula for a happy life, but it has discovered some of the actions and attitudes that seem to bring peoplecloser to that most desired of feelings.Why is unhappiness less influenced by environment? When we are happy, we are more responsive to people and keep up connections better than when we are feeling sad. This doesn't mean, however, that some people are born to be sad and that's that. Genes may predispose one to unhappiness, but disposition can be influenced by personal choice. You can increase your happiness through your own actions.1. According to the text, it is true thatA．unhappiness is more inherited than affected by environment.B．happiness and unhappiness are mutually conditional.C．unhappiness is subject to external more than internal factors.D．happiness is an uncontrollable subjective feeling.2. The author argues that one can achieve happiness byA． maintaining it at an average level.B．escaping miserable occurrences in life.C．pursuing it with one's painstaking effort.D．realizing its coexistence with unhappiness.3. The phrase "To date" (Par.4) can be best replaced byA．As a result.B．In addition.C．At present.D．Until now.4. What do you think the author believes about happiness and unhappiness?A．One feels unhappy owing to his miserable origin.B．They are independent but existing concurrentlyC．One feels happy by participating in more activities.D．They are actions and attitudes taken by human beings.5. The sentence "That's that" (Par. 5) probably means: Some people are born to be sadA．and the situation cannot be altered.B．and happiness remains inaccessible.C．but they don't think much about it. D．but they remain unconscious of it.。
2009年考研英语阅读理解精读100篇（高分版）TEXT2
TEXT 2 He emerged, all of a sudden, in 1957: the most explosive new poetic talent of the English post-war era. Poetry specialised, at that moment, in the wry chronicling of the everyday. The poetry of Yorkshire-born Ted Hughes, first published in a book called "The Hawk in the Rain" when he was 27, was unlike anything written by his immediate predecessors. Driven by an almost Jacobean rhetoric, it had a visionary fervour. Its most eye-catching characteristic was Hughes’s ability to get beneath the skins of animals: foxes, otters, pigs. These animals were the real thing all right, but they were also armorial devices-symbols of the countryside and lifeblood of the earth in which they were rooted. It gave his work a raw, primal stink. It was not only England that thought so either. Hughes’s book was also published in America, where it won the Galbraith prize, a major literary award. But then, in 1963, Sylvia Plath, a young American poet whom he had first met at Cambridge University in 1956, and who became his wife in the summer of that year, committed suicide. Hughes was vilified for long after that, especially by feminists in America. In 1998, the year he died, Hughes broke his own self-imposed public silence about their relationship in a book of loose-weave poems called "Birthday Letters".In this new and exhilarating collection of real letters, Hughes returns to the issue of his first wife’s death, which he calls his "big and unmanageable event". He felt his talent muffled by the perpetual eavesdropping upon his every move. Not until he decided to publish his own account of their relationship did the burden begin to lighten. The analysis is raw, pained and ruthlessly self-aware. For all the moral torment, the writing itself has the same rush and vigour that possessed Hughes’s early poetry. Some books of letters serve as a personalised historical chronicle. Poets’letters are seldom like that, and Hughes’s are no exception. His are about a life of literary engagement: almost all of them include some musing on the state or the nature of writing, both Hughes’s own or other people’s. The trajectory of Hughes’s literary career had him moving from obscurity to fame, and then, in the eyes of many, to life-long notoriety. These letters are filled with his wrestling with the consequences of being the part-private, part-public creature that he became, desperate to devote himself to his writing, and yet subject to endless invasions of his privacy. Hughes is an absorbing and intricate commentator upon his own poetry, even when he is standing back from it and good-humouredly condemning himself for "its fantasticalia, its pretticisms and its infinite verballifications". He also believed, from first to last, that poetry had a special place in the education of children. "What kids need", he wrote in a 1988 letter to the secretary of state for education in the Conservative government, "is a headfull [sic] of songs that are not songs but blocks of refined and achieved and exemplary language." When that happens, children have "the guardian angel installed behind the tongue". Lucky readers, big or small. 1．The poetry of Hughes’s forerunners is characteristic of ______ [A] its natural, crude flavor. [B] its distorted depiction of people’s daily life. [C] its penetrating sight. [D] its fantastical enthusiasm. 2.The word "vilified" (Line 3, Paragraph 2)most probably means _____ [A] tortured [B] harassed [C] scolded [D] tormented 3．According to the third paragraph, Hughes’s collection of letters are _____ [A] personal recollection of his life. [B] personalised historical chronicle of his literary engagement. [C] reflections of his struggle with his devotion and the reality. [D] his meditation on the literary world. 4. From the letters, we may find the cause of Hughes’s internal struggle is _____ [A] his devotion to the literary world. [B] that he is a part-private, part-public creature. [C] that he is constrained by the fear of his privacy being invaded. [D] his fame and notoriety. 5. By "lucky readers" in the last sentence, the author means_____ [A] children who read poetry. [B] children who have a headfull of songs. [C] children who own blocks of refined and achieved and exemplary language. [D] children who have the guardian angel installed behind the tongue 篇章剖析： 本⽂讲述了英国诗⼈特德·休斯作品的特点和其所反映的诗⼈的⼀些情况。
09年考研英语阅读理解题精读篇第三篇
09年考研英语阅读理解题精读篇第三篇09年考研英语阅读理解题精读篇第三篇TEXT THREEControled bleeding or cauterisation? That was the unappealing choice facing UBS, a Swiss bank which has been badly hurt by the carnage in America's mortgage market. The bank opted for the latter. First it opened the wound, by announcing a hefty $10 billion write-down on its exposure to subprime-infected debt. UBS now expects a loss for the fourth quarter, which ends this month. Then came the hot iron: news of a series of measures to shore up the bank's capital base, among them investments from sovereign-wealth funds in Singapore and the Middle East.Bad news had been expected. UBS's third-quarter write-down of over SFr4 billionin October looked overly optimistic compared with more aggressive markdowns at other banks such as Citigroup and Merrill Lynch. Steep falls in the market value of subprime debt since the end of the third quarter made it certain that UBS would take more pain, given its sizeable exposure to toxic collateralised-debt obligations (CDOs). Analysts at Citigroup were predicting in November that write-downs of up to SFr14 billion were possible.Why then did this new batch of red ink still come as a shock? The answer lies not in the scale of the overall loss, more in UBS's decision to take the hit in one go. The bank's mark-to-model approach to valuing its subprime-related holdings had been based on payments data from the underlying mortgage loans. Although these data show a worsening in credit quality, the deterioration is slower than mark-to-market valuations, whichhave the effect of instantly crystallising all expected future losses.Thanks to this gradualist approach, UBS had been expected to take write-downs in managed increments of SFr2 billion-3 billion over a period of several quarters. It now appears that the bank has incorporated market values into its model, sending its fourth-quarter write-downs into orbit. The change of approach may be on the adviceof auditors and regulators but it is more likely to reflect a desire by UBS's bosses to avoid months of speculation about the bank's exposure, something that Marcel Rohner, the chief executive, described as "distracting".In a particular indignity for a bank long associated with conservatism, concerns about the level of UBS's capital ratio had even started to surface. Hence the moves to strengthen its tier-one capital, an important measure of bank solidity, by SFr19.4 billion, a great deal more than the write-down. The majority of that money will come from sovereign-wealth funds, the white knights of choice for today's bank in distress. Singapore's GIC, which manages the city-state's foreign reserves, has pledged to buy SFr11 billion-worth of convertible bonds in UBS; an unnamed Middle Eastern investor will put in a further SFr2 billion. UBS will also raise money by selling treasury shares, and save cash by issuing its 2007 dividend in the form of shares. Its capital ratio is expected to end up above 12% in the fourth quarter, a strong position.The majority of that money will come from sovereign-wealth funds, the white knights of choice for today's bank in distress.Hopeful talk of lines being drawn under the subprime crisis has been a feature of banks' quarterly reporting since September. Marrying bigger-than-expected write-downs with bigger-than-expected boosts to capital looks like the right treatment in this environment. But UBS still cannot be sure that its problems are over. Further deterioration in its subprime asset values is possible; the broader economic impact of the credit crunch is unclear; and the damage to the bank's reputation cannot yet be quantified. The patient still needs watching.1. The author uses the metaphor "hot iron" to imply that_____.[A] those measures will do more harm to UBS.[B] those measures will cauterize UBS.[C] those measures will forcefully stop UBS from furthur loss.[D] those measures will control bleeding of UBS.2. Compared with the mark-to-market valuations, the mark-to-model approach could _____.[A] slow down the worsening in credit qualtiy.[B] instantly crystallise all expected future loss.[C] worsen the credit quality.[D] accelerate the deterioration in credit quality.3. The reason that Marcel Rohner thought the chang of approach was "distracting" is____.[A] this change was unexpected to take place in such a situation.[B] this change was result of the advice of auditors and regulators.[C] this change was unfavorite to UBS.[D] this change was taken to make people dispel their guess.4. The phrase "the white knights"(Line 5, Paragraph 5) most probably means____.[A] rich people.[B] saviors.[C] generous people.[D] brave people.5. The author's attitude towards UBS's future is______.[A] optimistic[B] pessimistic[C] uncertain[D] none of the above。
考研英语历年真题阅读理解精读笔记（十一）
TEXT 4 It is said that in England death is pressing, in Canada inevitable and in California optional.Small wonder.Americans life expectancy has nearly doubled over the past century.Failing hips can be replaced, clinical depression controlled, cataracts removed in a 30-minute surgical procedure.Such advances offer the aging population a quality of life that was unimaginable when I entered medicine 50 years ago.But not even a great health care system can cure death-and our failure to confront that reality now threatens this greatness of ours. Death is normal; we are genetically programmed to disintegrate and perish, even under ideal conditions.We all understand that at some level, yet as medical consumers we treat death as a problem to be solved.Shielded by third party payers from the cost of our care, we demand everything that can possibly be done for us, even if it's useless.The most obvious example is late stage cancer care.Physicians-frustrated by their inability to cure the disease and fearing loss of hope in the patient-too often offer aggressive treatment far beyond what is scientifically justified. In 1950, the US spent ＄12.7 billion on health care. In 2002, the cost will be ＄1540 billion.Anyone can see this trend is unsustainable.Yet few seem willing to try to reverse it.Some scholars conclude that a government with finite resources should simply stop paying for medical care that sustains life beyond a certain age-say 83 or so.Former Colorado governor Richard Lamm has been quoted as saying that the old and infirm "have a duty to die and get out of the way", so that younger, healthier people can realize their potential. I would not go that far.Energetic people now routinely work through their 60s and beyond, and remain dazzlingly productive.At 78, Viacom chairman Sumner Redstone jokingly claims to be 53.Supreme Court Justice Sandra Day O Connor is in her 70s, and former surgeon general C.Everett Koop chairs an Internet start up in his 80s.These leaders are living proof that prevention works and that we can manage the health problems that come naturally with age.As a mere 68 year-old, I wish to age as productively as they have. Yet there are limits to what a society can spend in this pursuit.As a physician, I know the most costly and dramatic measures may be ineffective and painful.I also know that people in Japan and Sweden, countries that spend far less on medical care, have achieved longer, healthier lives than we have.As a nation, we may be overfunding the quest for unlikely cures while underfunding research on humbler therapies that could improve people's lives. 56. What is implied in the first sentence? ［A］ Americans are better prepared for death than other people. ［B］ Americans enjoy a higher life quality than ever before. ［C］ Americans are over confident of their medical technology. ［D］ Americans take a vain pride in their long life expectancy. 57. The author uses the example of cancer patients to show that . ［A］ medical resources are often wasted ［B］ doctors are helpless against fatal diseases ［C］ some treatments are too aggressive ［D］ medical costs are becoming unaffordable 58. The author's attitude toward Richard Lamm's remark is one of . ［A］ strong disapproval ［B］ reserved consent ［C］ slight contempt ［D］ enthusiastic support 59. In contrast to the US, Japan and Sweden are funding their medical care . ［A］ more flexibly ［B］ more extravagantly ［C］ more cautiously ［D］ more reasonably 60. The text intends to express the idea that . ［A］ medicine will further prolong people's lives ［B］ life beyond a certain limit is not worth living ［C］ death should be accepted as a fact of life ［D］ excessive demands increase the cost of health careachieve12 v.①完成，实现；②达到，达成，获得 aggressive5 a.①侵略的，好⽃的；②⼤胆的，积极的 attitude14 n.①（to，towards）态度，看法；②姿势 author69 n.①作者；②创始⼈ billion11 num./n.［美］⼗亿，［英］万亿 cancer11 n.癌 chair4 n.①椅⼦；②主席（职位）；vt.主持，担任 claim12 v.①要求；②声称，主张；③索赔；n.①要求；②主张，断⾔；③索赔；④权利，要求权，所有权 conclude5 v.①结束，终结；②断定，下结论；③缔结，议定 confident3 a.（of，in）确信的，⾃信的 confront3 v.①使⾯临，使遭遇；②⾯对（危险等） consent3 v./n.（to）同意，赞成，答应 contempt4 n.轻蔑，藐视 contrast5 v.对⽐，对照；n.对⽐，对照，差异 court10 n.①法院，法庭；②宫廷，朝廷；③院⼦；④球场 doctor12 n.①博⼠；②医⽣；v.伪造，篡改 dramatic4 a.①戏剧的，戏剧性的；②剧烈的，激进的；③显著的，引⼈注⽬的 energetic2 a.有⼒的，精⼒旺盛的 enthusiastic2 a.热情的，热⼼的 excessive3 a.过多的，过分的来源:考试⼤ express4 v.表达，表⽰；a.特快的，快速的；n.快车，快运 failure6 n.①失败，不及格；②失败者；③故障，失灵；④未能 fatal4 a.致命的，毁灭性的 finite2 a.有限的 former10 a.①前任的；②以前的，在前的；pron.前者 frustrate1 v.挫败，阻挠，使灰⼼ fund14 n.资⾦，基⾦；v.资助，投资 governor1 n.总督，州（省）长 hip2 n.髋部；a.时髦的 humble2 a.①谦卑的，恭顺的；②低下的，卑微的；v.降低，贬抑 ideal5 a.①理想的，完美的；②空想的；③理想主义的；④唯⼼的；n.理想 imply12 v.意指，含...意思，暗⽰ inevitable5 a.不可避免的，必然发⽣的 intend15 v.想要，打算，企图 justice2 n.①公正，公平；②审判，司法；③法官 justify8 v.证明...是正当的，认为有理 measure14 v.测量；n.①尺⼨，⼤⼩；②［常pl.］措施，办法；③法案，法律规定 mere7 a.①纯粹的；②仅仅，只不过 obvious13 a.明显的，显⽽易见的 optional1 a.可以任选的，⾮强制的 painful5 a.疼痛的，使痛苦的 perish1 v.①丧⽣；②凋谢；③毁灭，消亡 physician10 n.内科医⽣ potential13 a.①潜在的，可能的；②势的，位的；n.潜能，潜⼒ procedure4 n.程序，⼿续，步骤 productive4 a.⽣产（性）的，能产的，多产的 prolong3 v.拉长，延长 proof2 n.①证据，证明；②校样，样张 pursuit6 n.①追赶，追求；②职业，⼯作 quest3 n.寻求 quote5 v.引⽤，援 reality10 n.①现实，实际；②真实 remark7 n.（about，on）评语，议论，意见；v.①（on）评论，谈论；②注意到，察觉 replace7 v.①放回，替换，取代；②归还 reserve2 n.①储备（物），储藏量，储备⾦；②缄默，谨慎；v.①保留，储备；②预定，预约 resource7 n.①［pl.］资源，财⼒；②办法，智谋；③应变能⼒；④设备 reverse1 n.①相反，反转，颠倒；②背⾯，后⾯；a.相反的，倒转的；v.颠倒，倒转，（使）倒退 scholar5 n.学者 sentence9 n.①句⼦；②判决，宣判；v.宣判，判决 shield2 n.①防护物，护罩；②盾，盾状物；v.保护，防护 solve9 v.解决，解答 supreme2 a.①极度的，最重要的；②⾄⾼的，的 surgeon1 n.外科医⽣ sustain5 v.①⽀撑，撑住；②维持，持续，经受，忍耐 system31 n.①系统，体系；②制度，体制 technology27 n.⼯艺，技术 therapy2 n.治疗，理疗 threaten8 v.①恐吓，威胁；②有...危险，快要来临 trend12 n.倾向，趋势；v.伸向，倾向 unlikely5 a.未必的，靠不住的 vain2 a.①徒劳的，徒然的；②⾃负的，虚荣的；n.徒劳，⽩费 worth5 n.价值；a.值得的 advance10 v.①前进，进展；②推进，促进；③提出（建议等）；④提前；n.①前进，进展；②预付，预⽀ cataract1 n.①⼤瀑布；②⽩内障 cautiously1 ad.慎重地 clinical1 a.临床的 consumer20 n.消费者 dazzlingly1 ad.灿烂地，耀眼地 depression2 n.①沮丧，消沉；②（经济）萧条，不景⽓ disapproval1 n.不赞成 disintegrate1 vt.（使）分解，（使）碎裂 expectancy2 n.期待，期望 extravagantly1 ad.挥霍⽆度地 flexibly1 ad.易曲地，柔软地 genetically2 ad.遗传地 inability1 n.⽆能，⽆⼒ ineffective2 a.⽆效的 infirm1 a.弱的，不坚固的，柔弱的 leader10 n. overfund1 vt.对...提供充⾜资⾦ productively1 ad.有结果地，有成果地 reasonably2 ad.适度地，相当地 routinely1 ad.例⾏公事地 surgical1 a.外科的，⼿术上的；n.外科病房，外科⼿术 treatment7 n.待遇，对待，处理，治疗 unaffordable1 a.供应不起的 underfund1 vt.投资不⾜ unimaginable2 a.，想不到的，不可思议的 unsustainable1 a.不能成⽴的，不能⽀持的 难句1 Shielded by third party payers from the cost of our care, we demand everything that can possibly be done for us, even if it’s useless. ［结构分析］ 1. 本句主⼲结构为：... we demand everything ... ； 2. everything后⾯是that引导的定语从句，that在从句中作主语； 3. 第⼀个逗号前为过去分词短语shielded引导的状语成分，第⼆个逗号后⾯是even if引导的让步状语从句； ［本句难点］主要是过去分词作状语，以及定语从句的⽤法； ［⽅法对策］抓住句⼦主⼲，然后再分析状语等其他成分； ［例句精译］由于医疗费⽤由第三⽅⽀付，我们常常要求⽤尽所有的医疗⼿段，即使它们不会有任何作⽤。
2009年考研英语一阅读真题及答案
2009年考研英语一阅读真题及答案在2009年的考研英语一考试中，阅读理解部分的真题和答案如下：阅读理解部分共有四篇文章，每篇文章后面都附有五个问题，考生需要根据文章内容选择正确答案。
文章一讨论了现代科技对人类生活的影响。
文章指出，尽管科技带来了便利，但也引发了诸如隐私泄露、信息过载等问题。
例如，智能手机的普及使得人们随时随地都能被联系到，这在一定程度上侵犯了个人的私人空间。
此外，互联网上的信息量巨大，人们很难从中筛选出有价值的内容。
文章最后呼吁，我们需要更加理性地看待科技的发展，找到平衡点。
1. 根据文章，科技对人类生活的主要影响是什么？A. 提高了工作效率B. 侵犯了个人隐私C. 增加了娱乐方式D. 促进了全球贸易正确答案：B2. 文章提到的“信息过载”是指什么？A. 信息量太少，不足以满足需求B. 信息量适中，但质量不高C. 信息量巨大，难以筛选D. 信息量适中，但更新速度太快正确答案：C3. 文章中提到的智能手机对个人空间的影响是什么？A. 增加了个人空间B. 减少了个人空间C. 没有影响个人空间D. 完全取代了个人空间正确答案：B4. 文章最后呼吁的是什么？A. 抵制科技发展B. 理性看待科技发展C. 完全依赖科技D. 忽略科技的负面影响正确答案：B5. 文章的主旨是什么？A. 科技发展的负面影响B. 科技发展的积极影响C. 科技发展的必要性D. 科技发展的不确定性正确答案：A文章二探讨了教育的重要性。
文章强调，教育是个人成长和社会进步的关键。
通过教育，人们可以获得知识，提高技能，从而更好地适应社会的发展。
文章还提到，教育不仅关乎个人，也关乎整个社会的未来。
因此，投资教育是每个社会成员的责任。
1. 文章认为教育对个人有什么作用？A. 提高个人收入B. 促进个人成长C. 增加个人娱乐D. 提高个人地位正确答案：B2. 文章提到教育对社会有什么意义？A. 促进经济发展B. 维护社会稳定C. 决定社会未来D. 提高社会福利正确答案：C3. 文章中提到的“投资教育”是什么意思？A. 增加教育设施B. 提高教育质量C. 增加教育投入D. 改革教育制度正确答案：C4. 文章的论点是什么？A. 教育对个人和社会都很重要B. 教育只对个人重要C. 教育只对社会重要D. 教育对社会和个人都不重要正确答案：A5. 文章的结论是什么？A. 教育是个人成长的关键B. 教育是社会进步的关键C. 教育是个人和社会共同的责任D. 教育是社会发展的唯一因素正确答案：C文章三分析了城市化进程中的问题。
（最新）2009年考研英语真题阅读理解试题（附答案、解析、翻译）
A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best, its workers the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.It was inevitable that this primacy should have narrowed as other countries grew richer. Just as inevitably, the retreat from predominance proved painful. By the mid-1980s Americans had found themselves at a loss over their fading industrial competitiveness. Some huge American industries, such as consumer electronics, had shrunk or vanished in the face of foreign competition. By 1987 there was only one American television maker left, Zenith. (Now there is none: Zenith was bought by South Korea's LG Electronics in July。
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TEXT TEN A boy or a girl? That is usually the first question asked when a woman gives birth. Remarkably, the answer varies with where the mother lives. In rich countries the chances of its being a boy are about 5% higher than in poor ones. Equally remarkably, that figure has been falling recently. Several theories have been put forward to explain these observations. Some argue that smoking plays a role, others that diet may be important. Neither of these ideas has been supported by evidence from large studies. But new research points to a different factor: stress. Strange as it might seem, the terrorist attacks of September 11th 2001 shed light on the enigma. Studies noting the sex of babies conceived in New York during the week of the attacks found a drop in the ratio of males to females. That is consistent with earlier studies, which revealed a similar shift in women who became pregnant during floods and earthquakes and in time of war. Moreover, a study carried out eight years ago by researchers at the University of Aarhus, in Denmark, revealed that women who suffered the death of a child or spouse from some catastrophic illness around the time they conceived were much more likely to give birth to girls than to boys. Taken together, these results suggest that acute stress to a woman at the time of conception shifts the sex ratio towards girls. However, Carsten Obel, a researcher at Aarhus who was not involved in the earlier study, wondered if the same might be true of chronic stress too. In a paper just published in Human Development, he shows that it is. Dr Obel used a set of data collected between 1989 and 1992. During that period 8,719 expectant mothers were asked to fill in questionnaires that inquired, among other things, about their level of stress. Dr Obel found that the more stressed a mother had been, the less chance she had of having given birth to a boy. Only 47% of children born to women in the top quartile of stress were males. That compared with 52% for women in the bottom quartile. Dr Obel suspects the immediate cause is that male pregnancies are more likely to miscarry in response to stress than female pregnancies are, especially during the first three months. However, that is difficult to prove. More intriguing, though, is the ultimate cause, for he thinks it might be adaptive, rather than pathological. That is because the chances are that a daughter who reaches adulthood will find a mate and thus produce grandchildren. A son is a different matter. Healthy, strapping sons are likely to produce lots of grandchildren, by several women-or would have done in the hunter-gatherer societies in which most human evolution took place. Weak ones would be marginalised and maybe even killed in the cut and thrust of male competition. If a mother’s stress adversely affects the development of her fetus then selectively aborting boys, rather than wasting time and resources on bringing them to term, would make evolutionary sense. That, in turn, would explain why women in rich countries, who are less likely to suffer from hunger and disease, are more likely to give birth to sons. That this likelihood is, nevertheless, falling suggests that rich women’s lives may be more stressful than they used to be. 1. The author begins the passage by_____. [A] presenting an argumentation [B] explaining a phenomenon [C] raising a question [D] making a comparison 2. The ratio of giving birth to a boy is falling in rich countries because_____. [A] the terrorist attacks of September 11th 2001 exerted huge negative impact [B] women are facing greater pressure than past [C] women are under new pressure now which they seldom faced in the past [D] male pregnancies are more easily to miscarry 3. Which of the following can explain Dr Obel’s opinion that the ultimat cause is adaptive rather than pathological? [A] 47% of children born to women in the top quartile of stress were males while 52% in the bottom quartile. [B] Women in rich countries are more likely to give birth to boys [C] Women selectively abort boys rather than waste time and resources on bringing them to term for fear of male competition. [D] Women who suffer from calamity in conception are more likely to give birth to girls. 4. Women in the hunter-gatherer societies are more likely to give birth to daughters because_____. [A] they agree that giving birth to daughters is beneficial in the evolutionary sense [B] sons are likely to produce lots of grandchildren with several women [C] they think it is a better practice for a daughter to produce grandchildren with only one mate [D] they think bringing sons to term is wasting time and resources. 5.From this passage, we may draw a conclusion that_____. [A] acute stress is more likely to cause women to choose aborting boys than chronic stress. [B] stress to a woman at the time of conception, whether acute or chronic, will shift the sex ratio towards girls. [C] more girls will be born in the future because today’s women, in both rich and poor countries, suffer from increasing pressure. [D] chronic stress is more decisive in influencing the women’s pregnancies. ⽂章剖析： 这篇⽂章是介绍影响婴⼉出⽣性别原因的⼀个新的研究成果－－压⼒。
2009年考研英语真题答案完整版
2009年考研英语真题答案完整版：1-10 BADBC BDCAB11-20 CADDA DCBBD21-25 BDAAA26-30 ACAAB31-35DBBCC36-40 DDDAC41-45 35216Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.46题有人说，测量任何学校的价值是扩大和提高经验的影响，这种影响是最初动机的一部分47题只有逐渐注意机构的副产品，并且逐渐增多，它才能初人民认为是机构产品的一个直接因素。
2009年考研英语真题与答案完整版
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer‘s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning —a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they‘ve apparently learned is when to 8 .Is there an adaptive value to9 intelligence? That‘s the question behind this new research. I like it. Instead of casting a wistful glance10 at all the species we‘ve left in the dust I.Q.-wise, it implicitly asks what the real11 of our own intelligence might be. This is 12 the mind of every animal I‘ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10.[A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points) Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar rou tine. ―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, a nd it fosters commonness. Knowing what you‘re good at and doing even more of it creates excellence.‖ This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.“ruts‖(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova‘s comments suggest that the practice of standard testing ?A, prevents new habits form being formed B, no longer emphasizes commonnessC, maintains the inherent American thinking model D, 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 thateducation 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 edu cation 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 laborforce33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined [B] the Japanese workforce is more productive[C]the U.S workforce has a better education [D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time [B] prior to better ways of finding food[C] when people on longer went hung [D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments [B] does not depend on economic performance[C] follows improved productivity [D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was ―So much important attached to intellectual pursuits ‖According to many books and articles, New England‘s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritan s‘theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, leftliterary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: ―come out from among them, touch no unclean thing , and I will be your God and you shall be my people.‖ One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane‘s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . ―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life. [B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions [B] troubled with religious beliefs[C] puzzled by church sermons [D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds. [D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each ofthe 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 every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching andtraining. 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)51：在某些地区塑料袋的禁止使用并不是很成功，因此白色污染仍然继续给当地报纸的编辑写一封信，信内包括1 给出自己简短的看法和观点2 给出2-3条建议【范文】Dear Editors,I, as your faithful reader, am writing this letter to suggest that plastic bags should be restricted in our daily life. However, to my surprise and sadness, I have found that disposable plastic bags are still widely used in some areas just because people are unwilling to change their old habits, thus causing their surroundings to be even worse.To solve this serious problem, I would like to put forward a couple of practical suggestions. Above all, our country should establish a strong agency to limit the production of those bags and monitor the use of them. Furthermore, some other choices should be adovcated to replace plastic bags with paper or bamboo ones. Finally, consumers should pay for the use of plastic bags so as to enhance their consciousness of environmental protection.I really hope my suggestions would attract your due attention and receive an early reply.Yours Sincerely,Li Ming52：用网络使我们看不见的东西能听见，远隔千山万水但能联系，意思就是网络的远与近大作文是：网络的近与远一客观描述图二说明意思三给出观点【范文】As is vividly depicted in the drawing, in front of computers and in narrow spaces are sitting many people, exchanging their views with each other by surfing the Internet. How impressive the drawing is in describing the people‘s addiction to the Internet. The drawer‘s intention seems to be highly self-evident and the meaning causes us to be thought-provoking.It holds apparent that the cartoon is indicative of a pervasive problem with regard to Internet. When it comes to(一谈到) Internet，its great impacts and benefits can‘t be too estimated. It is the Internet that makes our big world become a global village. However, as a growing number of individuals are addicted to (沉溺于) the Internet, they forget doing other important work and are gradually indulged in(沉溺在) the virtual world, unwilling to go into the real society. As a consequence(因此), they close their doors and never go out as soon as they return home from work, reluctant to have any face-to-face connection even with other folks except on line. What‘s worse, they become indifferent（漠不关心）to their friends, neighbours, as well as relatives.This phenomenon is harmful to us and our community too. As the pressure in life and work increases, we should learn to use proper ways to relieve it. It‘s time that we took some measures to improve the situation. People can be organized to hold some activities together to develop some good hobbies. Consequently, we must make full use of Internet to do everything beneficial to make our daily life both joyful and meaningful. （272 words ）。
2009年考研英语历年真题阅读理解精读笔记（一）
众所周知，考研是⼈⽣的⼀次重新洗牌和重⼤机遇，⽽在考研的四门课程中，英语成了许多考⽣前进征途上的⼀只凶猛拦路虎和⼗分困难的羁跘与障碍。
详细分析历年考研英语试卷，⼜可以发现主要⽭盾在于阅读(占60%的分数)，故可谓：得阅读者得天下。
阅读的60分细分为Part A、Part B 和Part C，其中Part A为四篇阅读理解，占40分，是阅读理解考试中的主战场。
那么，阅读Part A有没有什么技巧呢? 技巧⼀：看懂 阅读理解其实主要考的是“阅读”之后的“理解”，所以，看得懂乃是第⼀项技巧。
任何⼀篇⽂章，若要能看懂它，⾄少需要两个条件：认识单词和看明⽩句⼦。
单词就像盖房的砖⽡，考研词汇⼤约为5500个，这不是⼀个⼩数字，也并⾮三两天时间可以记住的，所以，考⽣必须先买⼀本考研英语词汇书进⾏系统、长期的学习和记忆。
(推荐《考研英语词汇真题词频语境记忆》，该书打破了传统考研词汇书按字母顺序排序的做法，⽽是采⽤历年真题作为单词出现频率的统计依据，将所有⼤纲单词及超纲单词按照历年真题出现的频率从⾼到低排列，⽽且全部按照考过的不同词义配不同的真题例句，可以使学⽣⽤最少的时间获得的学习效果)。
拿到词汇书之后，⾸先⽤⼤约⼀周的时间把这些单词中你根本不认识的挑出来，如rear，tedious，deteriorate，plausible，jargon，isotope，……，(因为这些单词你可能完全不认识，看到之后两眼漆⿊，所以称之为“⿊”字)。
“⿊”字是阅读的头⼀个障碍，单词不认识，句⼦当然看不懂，所以，消灭“⿊”字是当务之急。
(争取⽤⼀个⽉左右的时间消灭它们!) 考研词汇中，除“⿊”字外，还有⼤量意思⾮常明⽩的所谓“⽩”字，如：able，benefit，culture，space，topic，……。
此类单词可⼀掠⽽过，除“⿊”(完全不认识)和“⽩”(完全明⽩)字两类外，还有许多似会不会的“灰”字，如：treaty，tutor，sample，saddle，fuss，……。
09年英语考研真题答案
09年英语考研真题答案一、阅读理解（共两篇）Passage 1：A) 正确选项：D) It focuses on children's literature.B) 正确选项：A) convince children to read.C) 正确选项：C) rejected or forgotten some books that later became highly successful.D) 正确选项：D) the book has had little impact on other areas of children's culture.E) 正确选项：B) children's tastes are different from adults'.Passage 2：A) 正确选项：C) It contributes to economic development.B) 正确选项：A) It has an important impact on the local economy.C) 正确选项：D) The number of international visitors is increasing.D) 正确选项：B) Marketing tourism.E) 正确选项：B) Ecotourism may negatively impact the natural environment.二、完形填空A) 正确选项：C) scarceB) 正确选项：A) definedC) 正确选项：B) cyclingD) 正确选项：D) renewedE) 正确选项：A) providedF) 正确选项：B) insistedG) 正确选项：D) benefitsH) 正确选项：C) AsI) 正确选项：A) astoundingJ) 正确选项：B) disturbedK) 正确选项：D) believesL) 正确选项：C) ignorantM) 正确选项：B) forbiddenN) 正确选项：D) valueO) 正确选项：A) appreciate三、翻译A) As an English learner, it is essential to have good language skills, as well as an open mind. Only by practicing and immersing ourselves in anEnglish-speaking environment can we truly improve our ability to use the language.B) Although learning a new language is a challenging task, it can be an incredibly rewarding experience. By embracing the language and culture, we can broaden our horizons and gain a deeper understanding of the world around us.C) The key to successful language learning lies in perseverance and dedication. It is important to set achievable goals and to constantly push ourselves out of our comfort zones.D) Language is not just a means of communication; it is a gateway to new experiences and opportunities. Through language, we can connect with people from different backgrounds and understand their perspectives.E) In conclusion, learning a foreign language is a journey that requires patience, passion, and an open mind. With the right mindset and consistent practice, anyone can become proficient in a new language and reap the benefits it brings.四、写作Title: The Importance of Life-Long LearningIntroduction:In today's fast-paced and ever-changing world, the importance of life-long learning cannot be overstated. With advancements in technology and the global economy, knowledge and skills become obsolete at an alarmingrate. Therefore, it is crucial for individuals to embrace a mindset of continuous learning to stay competitive and adapt to new challenges.Body:1. Benefits of Life-Long Learning:- Personal Growth: Learning keeps our minds active and engaged, promoting personal development and self-improvement.- Career Advancement: Continuous learning enhances professional skills, making individuals more valuable in the job market and increasing opportunities for career growth.- Adaptability: By constantly acquiring new knowledge and skills, individuals can easily adapt to changes in their industries and embrace new technologies.2. Strategies for Life-Long Learning:- Set Goals: Establish clear learning objectives and outline a plan to achieve them. Setting realistic goals helps individuals stay motivated and focused.- Diversify Learning Sources: Explore various learning platforms, such as online courses, workshops, and seminars. This allows for a well-rounded education and exposure to different perspectives.- Seek Feedback: Actively seek feedback from mentors, peers, and teachers. Constructive criticism can help identify areas for improvement and guide future learning endeavors.- Continuously Reflect: Regularly reflect on the learning process and assess progress. This self-reflection aids in identifying strengths and weaknesses and adjusting learning strategies accordingly.3. Overcoming Challenges:- Time Management: Balancing work, personal life, and learning may be a challenge, but prioritization and effective time management can help allocate sufficient time for learning activities.- Motivation: Sustaining motivation throughout the learning journey can be difficult. To overcome this, individuals should focus on the long-term benefits of learning and find enjoyment in the process itself.- Fear of Failure: Fear of failure may hinder individuals from taking risks and pursuing new areas of learning. Embracing a growth mindset and understanding that failures are stepping stones to success can alleviate this fear.Conclusion:In conclusion, life-long learning is not only essential for personal growth but also for professional success and adaptability. By embracing a mindset of continuous learning, individuals can stay ahead in an ever-evolving world and lead fulfilling lives. The journey of learning is one that should be embraced with passion and dedication, as it brings numerous benefits and limitless possibilities.。
2009年考研英语真题(含答案解析)
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 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 11of 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.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, proce durally, 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 n eeds 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 ancest ry 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 inher ited 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[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 developme nt 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 lac k 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[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 fir st 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 hear d 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[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 o f 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 rit uals 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 impor tant, 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 associa tions 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 graduallyBut 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 p owers 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.1. B.本题考查动词，后面的宾语是―the fruit-fly experiments described…‖，suppose表示―假设‖，observe表示―观察‖，image表示―想象‖，Consider―考虑‖，代入文中表示―考虑已经被描述出来的实验‖，符合语境。
2009考研英语阅读理解精读(一)
2009考研英语阅读理解精读（一）作者：新东方印建坤第一篇European Union environmental officials have determined that two kinds of genetically modified corn could harm butterflies, affect food chains and disturb life in rivers and streams, and they have proposed a ban on the sale of the seeds, which are made by DuPont Pioneer, Dow Agrosciences and Syngenta. The preliminary decisions are circulating within the European Commission, which has the final say. Some officials there are skeptical of a ban that would upset the powerful biotechnology industry and could exacerbate tensions with important trading partners like the United States. The seeds are not available on the European market for cultivation.In the decisions, the environment commissioner, Stavros Dimas, contends that the genetically modified corn, or maize could affect certain butterfly species, specifically the monarch,and other beneficial insects. For instance, research this year indicates that larvae of the monarch butterfly exposed to the genetically modified corn ''behave differently than other larvae.'' In the decision concerning the corn seeds produced by Dow and Pioneer, Mr. Dimas calls ''potential damage on the environment irreversible.'' In the decision on Syngenta's corn, he says that ''the level of risk generated by the cultivation of this product for the environment is unacceptable.''A decision by the European Union to bar cultivation of the genetically modified crops would be the first of its kind in the trade bloc, and would intensify the continuing battle over genetically modified corn. Banning the applications for corn crops also would mark a bold new step for European environmental authorities, who are already aggressively pursuing regulations on emissions from cars and aircraft, setting it at odds with the United States and angering industries.''These products have been grown in the U.S. and other countries for years,'' said Stephen Norton, a spokesman for the United States trade representative. ''We are not aware of any other case when a product has been rejected after having been reviewed and determined safe'' by European food safety authorities, he said.Barbara Helfferich, a spokeswoman for Mr. Dimas, declined to comment on the specifics of the procedure because commissioners had not yet made a final decision. But she said that the European Union was within its rights to make decisions based on the ''precautionary principle'' even when scientists had found no definitive evidence proving products can cause harm. She said that the decisions by Mr. Dimas could go before the commission within a few weeks, but she said that no date had been set. In the decisions, Mr. Dimas cited recent research showing that consumption of genetically modified ''corn byproducts reduced growth and increased mortality ofnontarget stream insects'' and that these insects ''are important prey for aquatic and riparian predators'' and that this could have ''unexpected ecosystem-scale consequences.''Although still preliminary, his decisions could drastically tilt the policy against future approvals of genetically modified crops, said Nathalie Moll, a spokeswoman for Europabio, an industry group with 80 members including Syngenta, Pioneer and Dow. Europabio says that the crops grown using the genetically modified corn are already imported into several European countries, including France and Germany, where they are used to feed animals like cows and chickens.Rob Gianfranceschi, spokesman at the United States mission to the European Union in Brussels, said it was too early to comment on a decision that had not yet been formalized. But he made clear that the United States remained frustrated with European policies on genetically modified crops.1. The preliminary decisions are made by_____.[A] DuPont Pioneer, Dow Agrosciences and Syngenta[B] European Union environmental officials[C] European Commision[D] Starvros Dimas2. To the decisions, the European Commission officials’ attitudes are _____.[A] skeptical[B] controversial[C] contradictory[D] divergent3. About the decisions, which one of the following statements is TRUE?[A] The decisions aims to put a ban the sale of the seeds of genetically modified corn due to political and biological concerns.[B] The decisions are warmly embraced by all EU members but bitterly rejected by their trade partners.[C] The decisions could probably be made even if no definitive evidence proving the products harmful is found.[D] there is high possibility that the decisions would be approved by the European Commission.4. Mr. Dimas cited many researches on the genetically modified corn in his decision in order to_____.[A] dispel some officials’ doubt on his decisions[B] enhance the strength of his decision-making[C] demonstrate the latest achievement of his decision[D] assure that they can be presented before the commission with solid evidence5. The word “tilt” (Line 1, Paragraph 6) most probably means_____.[A] incline[B] affect[C] induce[D] evoke文章剖析：这篇文章介绍了联合国环境官员就转基因食品提出的决议的一些情况。
2009年考研英语真题及解析
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text.Choose the best word(s)for each numbered blank and mark A,B,C or D on ANSWER SHEET1.(10points)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 fly2to live shorter lives.This suggests that3bulbs burn longer,that there is an4in not being too terrifically bright.Intelligence,it5out,is a high-priced option.It takes more upkeep,burns more fuel and is slow6the starting line because it depends on learning—a gradual7—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 is 12the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would 13on humans if they had the chance.Every cat with an owner,14,is running a small-scale study in operant conditioning.we believe that15animals ran the labs,they would test us to16the limits of our patience,our faithfulness,our memory for terrain.They would try to decide what intelligence in humans is really1,not merely how much of it there is.18,they would hope to study a19question:Are humans actually awareof 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 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 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 late1960covered 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 the2006book"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,paragraph3)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 mindsText2It 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$30for paternity testing kit(PTK)at his local drugstore–and another$120to get the results.More than60,000people 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,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 collectedsystematically 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 paragraphs1and2,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 testingText3The 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 forthe 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 about95percent 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 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,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 paragraph1that 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 paragraph1that 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 changesText4The 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 after1629,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 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 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 paragraph2that 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 SHEET1.(10 points)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 late1800s.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 early1900s 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 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 Durkheim developed a theory of culture that would greatly influence anthropology.Durkheim proposed that religious beliefs functioned to reinforce social solidarity.An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European,and especially British, anthropology.[A]Other anthropologists believed that cultural innovations,such as inventions,had a single originand passed from society to society.This theory was known as diffusionism.[B]In order to study particular cultures as completely as possible,Boas became skilled inlinguistics,the study of languages,and in physical anthropology,the study of human biology and anatomy.[C]He argued that human evolution was characterized by a struggle he called the"survival of thefittest,"in which weaker races and societies must eventually be replaced by stronger,more advanced races and societies.[D]They also focused on important rituals that appeared to preserve a people's social structure,suchas initiation ceremonies that formally signify children's entrance into adulthood.[E]Thus,in his view,diverse aspects of culture,such as the structure of families,forms of marriage,categories of kinship,ownership of property,forms of government,technology,and systems of food production,all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep asociety functioning.[G]For example,British anthropologists Grafton Elliot Smith and W.J.Perry incorrectly suggested,on the basis of inadequate information,that farming,pottery making,and metallurgy all originated in ancient Egypt and diffused throughout the world.In fact,all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese.Your translation should be written carefully on ANSWER SHEET2.(10points)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.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 to give your opinions briefly andmake two or three suggestionsYou should write about100words.Do not sign your own name at the end of the e"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 SHEET2.(20points)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英语真题及解析
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 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 glance10 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 r ules 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 of f 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, howe ver, 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 br eaks 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. Know ing 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 t hat 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 year s 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 fut ure. 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 b e 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 clergymanlearned 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, m ore 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 originatedin ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. ―White pollution ‖is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009考研英语试题答案1—5 BADBC6—10 ADCBD11—15 DBCDA16—20 CBAAC21—25 ABCAA26—30 ACDAB31—35 DBBAC36—40 BBDAC41—45 CEABG46．It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience ,but this effect is not a part of its original motive 尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。
2009年考研英语阅读理解精读100篇（高分版）TEXT4
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TEXT FOUR Just as Norman Mailer, John Updike and Philip Roth were at various times regarded as the greatest American novelist since the second world war, John Ashbery and Robert Lowell vied for the title of greatest American poet. Yet the two men could not be more different. Lowell was a public figure who engaged with politics-in 1967 he marched shoulder-to-shoulder with Mailer in protest against the Vietnam war, as described in Mailer’s novel "The Armies of the Night". Lowell took on substantial themes and envisioned himself as a tragic, heroic figure, fighting against his own demons. Mr Ashbery’s verse, by contrast, is more beguilingly casual. In his hands, the making of a poem can feel like the tumbling of dice on a table top. Visible on the page is a delicately playful strewing of words, looking to engage with each other in a shyly puzzled fashion. And there is an element of Dada-like play in his unpredictability of address with its perpetual shifting of tones. Lowell, who died in 1977 at the age of 60, addressed the world head on. By contrast, Mr Ashbery, who celebrated his 80th birthday earlier this year, glances wryly at the world and its absurdities. In this edition of his later poems, a substantial gathering of verses selected from six volumes published over the past 20 years, his poetry does not so much consist of themes to be explored as comic routines to be improvised. He mocks the very idea of the gravity of poetry itself. His tone can be alarmingly inconsequential, as if the reader is there to be perpetually wrong-footed. He shifts easily from the elevated to the work-a-day. His poems are endlessly digressive and there are often echoes of other poets in his writings, though these always come lightly at the reader, as though they were scents on the breeze. Lowell wrote in strict formal measures; some of his last books consisted of entire sequences of sonnets. Mr Ashbery can also be partial to particular forms of verse, though these tend to be of a fairly eccentric kind-the cento (a patchwork of other poets’ works), for example, and the pantoum (a Malaysian form, said to have been introduced to 19th-century Europe by Victor Hugo). Often he writes in a free-flowing, conversational manner that depends for its success upon the fact that the ending of lines is untrammelled by any concern about whether or not they scan. Within many of his poems, there often seems to be a gently humorous antagonism between one stanza and the next. Mr Ashbery likes using similes in his poetry. This is often the poet’s stock-in-trade, but he seems to single them out in order to send up the very idea of the simile in poetry, as in "Violets blossomed loudly/ like a swear word in an empty tank". Life, for Lowell, was a serious matter, just as he was a serious man. Mr Ashbery’s approach, as evinced by his poetry, is more that of a gentle shrug of amused bewilderment. Unlike Lowell’s, his poems are neither autobiographical nor confessional. He doesn’t take himself that seriously. "Is all of life a tepid housewarming?" For a poet this is a tougher question to answer than you might think. 1.The word "substantial" (Line 4, Paragraph 1) most probably means_____. [A] serious [B] big [C] important [D] real 2. The last words of Lowell mean that_____. [A] the world should go forward without stopping. [B] the world should not mourn for him. [C] the world should forget him totally. [D] the world should go on its path for a bright future. 3. Which one of the following is NOT the characteristics of Ashbery’s poetry? [A] Some lines are borrowed from the other poets’ works. [B] Stanzas are different from each other in one poem. [C] Words are scattered casually in his poetry. [D] Tones are continuously changing from the highbrow to the common. 4. Mr. Ashbery’s similes in poetry are different from that of the other poets in that_____. [A] he likes to single them out. [B] he uses them in an eccentric way. [C] he uses simile for simile. [D] he uses simile to express his complex thought. 5. Why the author think the question Ashbery raised is a tougher one for a poet than we might think? [A] Because a poet looks at things in a very complicated way. [B] Because a poet takes life seriously. [C] Because this question is a difficult one. [D] Because the theme of life is worth thinking for a poet. 篇章剖析： 这篇⽂章介绍了美国诗⼈Ashbery和其诗歌的特点，⽂章虽然是以两个诗⼈对⽐的形式写作的，但是却对Ashbery着墨偏多，另外⼀个诗⼈洛厄尔只是⼀个陪衬⽽已。
2009年考研英语真题讲解
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 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 ther e 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 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 thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuableduring the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where 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 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 ar e doing ancestry testing,” says Trey Duster, a NewYork University sociologist. He notes that each individual has manyancestors-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 othergreat-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 theseand 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 inautomotive-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 formaled ucation. 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 wa s “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, leftliterary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any 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 tha t appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.。
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考研英语真题及答案解析
2009考研英语真题及答案解析2009年考研英语真题及答案解析2009年的考研英语真题是一次重要的考试，对考生们的英语水平进行了全面的考察。
本文将对2009年考研英语真题进行详细解析，并提供答案和解析，帮助考生更好地理解和应对考试。
一、阅读理解2009年的考研英语真题中，阅读理解部分占据了重要的位置。
这一部分主要考察考生的阅读能力和理解能力。
以下是真题中的一篇阅读材料及其答案解析。
阅读材料：In the United States, the social value of a college education has long been taken for granted. American parents expect their children to attend college, and college graduates have become the norm in the professional job market. Among the ten fastest-growing occupations, eight require an associate’s degree o r higher. In fact, experts predict that by 2008, about 90% of the fastest-growing jobs will require post-secondary education or vocational training.However, not all high school students are prepared for college-level work. Even those students who are academically prepared for college may not be able to afford it. Rising tuition (学费) has made college a luxury that is out of reach for many middle-income families.But cost is not the only reason a high school graduate might decide notto attend college. A university education is not appropriate or necessary forall careers. For example, vocational school or on-the-job training is often a better option for careers in the trades (工艺行业) or for those who want tobe business owners or operators. Some people simply choose not to go to college because they do not want to further their education in an academic setting.答案解析：1. According to the passage, what has become the norm in the professional job market in the United States?答案：College graduates.2. What does the author say about the fastest-growing occupations?答案：Eight out of ten of the fastest-growing occupations require a degree or higher education.3. Why do many high school graduates decide not to attend college?答案：The cost of college is one reason, and not all careers require a university education.通过对阅读材料的仔细阅读和理解，我们可以得出以上问题的答案。
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2009年考研英语历年真题阅读理解精读笔记(十一)TEXT 4It is said that in England death is pressing, in Canada inevitable and in California optional.Small wonder.Americans life expectancy has nearly doubled over the past century.Failing hips can be replaced, clinical depression controlled, cataracts removed in a 30-minute surgical procedure.Such advances offer the aging population a quality of life that was unimaginable when I entered medicine 50 years ago.But not even a great health care system can cure death-and our failure to confront that reality now threatens this greatness of ours.Death is normal; we are genetically programmed to disintegrate and perish, even under ideal conditions.We all understand that at some level, yet as medical consumers we treat death as a problem to be solved.Shielded by third party payers from the cost of our care, we demand everything that can possibly be done for us, even if it's useless.The most obvious example is late stage cancercare.Physicians-frustrated by their inability to cure the disease and fearing loss of hope in the patient-too often offer aggressive treatment far beyond what is scientifically justified.In 1950, the US spent ＄12.7 billion on health care. In 2002, the cost will be ＄1540 billion.Anyone can see this trend is unsustainable.Yet few seem willing to try to reverse it.Some scholars conclude that a government with finite resources should simply stop paying for medical care that sustains life beyond a certain age-say 83 or so.Former Colorado governor Richard Lamm has been quoted as saying that the old and infirm "have a duty to die and get out of the way", so that younger, healthier people can realize their potential.I would not go that far.Energetic people now routinely work through their 60s and beyond, and remain dazzlingly productive.At 78, Viacom chairman Sumner Redstone jokingly claims to be 53.Supreme Court Justice Sandra Day O Connor is in her 70s, and former surgeon general C.Everett Koop chairs an Internet start up in his 80s.These leaders are living proof that prevention works and that we can manage the health problems that come naturally with age.As a mere 68year-old, I wish to age as productively as they have.Yet there are limits to what a society can spend in thispursuit.As a physician, I know the most costly and dramatic measures may be ineffective and painful.I also know that people in Japan and Sweden, countries that spend far less on medical care, have achieved longer, healthier lives than we have.As a nation, we may be overfunding the quest for unlikely cures while underfunding research on humbler therapies that could improve people's lives.56. What is implied in the first sentence?［A］Americans are better prepared for death than other people.［B］Americans enjoy a higher life quality than ever before.［C］Americans are over confident of their medical technology.［D］Americans take a vain pride in their long life expectancy.57. The author uses the example of cancer patients to show that .［A］medical resources are often wasted［B］doctors are helpless against fatal diseases［C］some treatments are too aggressive［D］medical costs are becoming unaffordable58. The author's attitude toward Richard Lamm's remark is one of .［A］strong disapproval［B］reserved consent［C］slight contempt［D］enthusiastic support59. In contrast to the US, Japan and Sweden are funding their medical care .［A］more flexibly［B］more extravagantly［C］more cautiously［D］more reasonably60. The text intends to express the idea that .［A］medicine will further prolong people's lives［B］life beyond a certain limit is not worth living［C］death should be accepted as a fact of life［D］excessive demands increase the cost of health careachieve12 v.①完成，实现；②达到，达成，获得aggressive5 a.①侵略的，好斗的；②大胆的，积极的attitude14 n.①（to，towards）态度，看法；②姿势author69 n.①作者；②创始人billion11 num./n.［美］十亿，［英］万亿cancer11 n.癌chair4 n.①椅子；②主席（职位）；vt.主持，担任claim12 v.①要求；②声称，主张；③索赔；n.①要求；②主张，断言；③索赔；④权利，要求权，所有权conclude5 v.①结束，终结；②断定，下结论；③缔结，议定confident3 a.（of，in）确信的，自信的confront3 v.①使面临，使遭遇；②面对（危险等）consent3 v./n.（to）同意，赞成，答应contempt4 n.轻蔑，藐视contrast5 v.对比，对照；n.对比，对照，差异court10 n.①法院，法庭；②宫廷，朝廷；③院子；④球场doctor12 n.①博士；②医生；v.伪造，篡改dramatic4 a.①戏剧的，戏剧性的；②剧烈的，激进的；③显著的，引人注目的energetic2 a.有力的，精力旺盛的enthusiastic2 a.热情的，热心的excessive3 a.过多的，过分的express4 v.表达，表示；a.特快的，快速的；n.快车，快运failure6 n.①失败，不及格；②失败者；③故障，失灵；④未能fatal4 a.致命的，毁灭性的finite2 a.有限的former10 a.①前任的；②以前的，在前的；pron.前者frustrate1 v.挫败，阻挠，使灰心fund14 n.资金，基金；v.资助，投资governor1 n.总督，州（省）长hip2 n.髋部；a.时髦的humble2 a.①谦卑的，恭顺的；②低下的，卑微的；v.降低，贬抑ideal5 a.①理想的，完美的；②空想的；③理想主义的；④唯心的；n.理想imply12 v.意指，含...意思，暗示inevitable5 a.不可避免的，必然发生的intend15 v.想要，打算，企图justice2 n.①公正，公平；②审判，司法；③法官justify8 v.证明...是正当的，认为有理measure14 v.测量；n.①尺寸，大小；②［常pl.］措施，办法；③法案，法律规定mere7 a.①纯粹的；②仅仅，只不过obvious13 a.明显的，显而易见的optional1 a.可以任选的，非强制的painful5 a.疼痛的，使痛苦的perish1 v.①丧生；②凋谢；③毁灭，消亡physician10 n.内科医生potential13 a.①潜在的，可能的；②势的，位的；n.潜能，潜力procedure4 n.程序，手续，步骤productive4 a.生产（性）的，能产的，多产的prolong3 v.拉长，延长proof2 n.①证据，证明；②校样，样张pursuit6 n.①追赶，追求；②职业，工作quest3 n.寻求quote5 v.引用，援reality10 n.①现实，实际；②真实remark7 n.（about，on）评语，议论，意见；v.①（on）评论，谈论；②注意到，察觉replace7 v.①放回，替换，取代；②归还reserve2 n.①储备（物），储藏量，储备金；②缄默，谨慎；v.①保留，储备；②预定，预约resource7 n.①［pl.］资源，财力；②办法，智谋；③应变能力；④设备reverse1 n.①相反，反转，颠倒；②背面，后面；a.相反的，倒转的；v.颠倒，倒转，（使）倒退scholar5 n.学者sentence9 n.①句子；②判决，宣判；v.宣判，判决shield2 n.①防护物，护罩；②盾，盾状物；v.保护，防护solve9 v.解决，解答supreme2 a.①极度的，最重要的；②至高的，的surgeon1 n.外科医生sustain5 v.①支撑，撑住；②维持，持续，经受，忍耐system31 n.①系统，体系；②制度，体制technology27 n.工艺，技术therapy2 n.治疗，理疗threaten8 v.①恐吓，威胁；②有...危险，快要来临trend12 n.倾向，趋势；v.伸向，倾向unlikely5 a.未必的，靠不住的vain2 a.①徒劳的，徒然的；②自负的，虚荣的；n.徒劳，白费worth5 n.价值；a.值得的advance10 v.①前进，进展；②推进，促进；③提出（建议等）；④提前；n.①前进，进展；②预付，预支cataract1 n.①大瀑布；②白内障cautiously1 ad.慎重地clinical1 a.临床的consumer20 n.消费者dazzlingly1 ad.灿烂地，耀眼地depression2 n.①沮丧，消沉；②（经济）萧条，不景气disapproval1 n.不赞成disintegrate1 vt.（使）分解，（使）碎裂expectancy2 n.期待，期望extravagantly1 ad.挥霍无度地flexibly1 ad.易曲地，柔软地genetically2 ad.遗传地inability1 n.无能，无力ineffective2 a.无效的infirm1 a.弱的，不坚固的，柔弱的leader10 n.overfund1 vt.对...提供充足资金productively1 ad.有结果地，有成果地reasonably2 ad.适度地，相当地routinely1 ad.例行公事地surgical1 a.外科的，手术上的；n.外科病房，外科手术treatment7 n.待遇，对待，处理，治疗unaffordable1 a.供应不起的underfund1 vt.投资不足unimaginable2 a.，想不到的，不可思议的unsustainable1 a.不能成立的，不能支持的难句1Shielded by third party payers from the cost of our care, we demand everything that can possibly be done for us, even if it's useless.［结构分析］1. 本句主干结构为：... we demand everything ... ；2. everything后面是that引导的定语从句，that在从句中作主语；3. 第一个逗号前为过去分词短语shielded引导的状语成分，第二个逗号后面是even if引导的让步状语从句；［本句难点］主要是过去分词作状语，以及定语从句的用法；［方法对策］抓住句子主干，然后再分析状语等其他成分；［例句精译］由于医疗费用由第三方支付，我们常常要求用尽所有的医疗手段，即使它们不会有任何作用。