2009年考研英语真题及解析
2009年考研英语真题
2009年全国硕士研究生入学统一考试
英语试题
Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Research on animal intelligence always makes us wonder just how smart humans are. _1_ the fruit-fly experiments described in Carl Zimmer in the Science Times. Fruit flies who were taught to be smarter than the average fruit fly __2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is a(n) __4 in not being too bright.
Intelligence, it __5 , is a high-priced option. It takes more upkeep, burns more fuel and is slow __6 _ the starting line because it depends on learning —a(n)__7 _ process —instead of instinct. Plenty of oth er species are able to learn, and one of the things they‘ve apparently learned is when to __8 .
Is there an adaptive value to __9 _ intelligence? That‘s the question behind this new research. Instead of casting a wistful glance __10 at all the species w e‘ve left in the dust I.Q.-wise, it implicitly asks what the real __11 of our own intelligence might be. This is __12 the mind of every animal we‘ve ever met.
Research on animal intelligence also makes us wonder what experiments animals would __13_ on humans if they had the chance. Every cat with an owner, __14 , is running a small-scale study in operant conditioning. We believe that __15 animals ran the labs, they would test us to __16 the limits of our patience, our faithfulness, our memory for locations. They would try to decide what intelligence in humans is really __17 , not merely how much of it there is. __18 , they would hope to study a(n) 19 question: Are humans actually aware of the world they live in? __20 the results are inconclusive.
1. [A] Suppose [B] Consider [C] Observe [D] Imagine
2. [A] tended [B] feared [C] happened [D] threatened
3. [A] thinner [B] stabler [C] lighter [D] dimmer
4. [A] tendency [B] advantage [C] inclination [D] priority
5. [A] insists on [B] sums up [C] turns out [D] puts forward
6. [A] off [B] behind [C] over [D] along
7. [A] incredible [B] spontaneous [C]inevitable [D] gradual
8. [A] fight [B] doubt [C] stop [D] think
9. [A] invisible [B] limited [C] indefinite [D] different
10. [A] upward [B] forward [C] afterward [D] backward
11. [A] features [B] influences C] results [D] costs
12. [A] outside [B] on [C] by [D] across
13. [A] deliver [B] carry [C] perform [D] apply
14. [A] by chance [B] in contrast [C] as usual [D] for instance
15. [A] if [B] unless [C] as [D] lest
16. [A] moderate [B] overcome [C] determine [D] reach
17. [A] at [B] for [C] after [D] with
18. [A] Above all [B] After all [C] However [D] Otherwise
19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile
20. [A] By accident [B] In time [C] So far [D] Better still
Section II Reading Comprehension
Part A
Directions:
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 1
Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules the unreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word ―habit‖ carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try – the more we step outside our comfort zone –the more inherently creative we become, both in the workplace and in our own personal lives.
But don‘t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they‘re there to stay. Instead, the ne w habits we deliberately press into ourselves create parallel pathways that can bypass those old roads.
―The first thing needed for innovation is a fascination with wonder,‖ says Dawna Markova, author of The Open Mind. ―But we are taught instead to ?decide,‘ just as our president calls himself ?the Decider.‘ ‖ She adds, however, that ―to decide is to kill off all possibilities but one. A good innovational thinker is always expl oring the many other possibilities.‖
All of us work through problems in ways of which we‘re unaware, she says. Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. ―This breaks the major rule in the American belief system — that anyone can do anythi ng,‖ explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova‘s business partner. ―That‘s a lie that we have perpetuated, and it fosters commonness. Knowing what you‘re good at and doing even more of it creates excellence.‖ This is where developing new habits comes in.
21. In Wordsworth‘s view, ―habits‖ is characterized by being
[A] casual. [B] familiar. [C] mechanical. [D] changeable.
22. Brain researchers have discovered that the formation of habits can be
[A] predicted. [B] regulated. [C] traced. [D] guided.
23. The word ―ruts‖ (Line 1, paragraph 4) is closest in meaning to
[A] tracks. [B] series. [C] characteristics. [D] connections.
24. Dawna Markova would most probably agree that
[A] ideas are born of a relaxing mind.
[B] innovativeness could be taught.
[C] decisiveness derives from fantastic ideas.
[D] curiosity activates creative minds.
25. Ryan‘s comments suggest that the practice of standardized testing
[A] prevents new habits from being formed.
[B] no longer emphasizes commonness.
[C] maintains the inherent American thinking model.
[D] complies with the American belief system.
Text 2
It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he‘s the kid‘s dad.All he needs to do is shell out $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.
More than 60,000 people have purchased the PTKs since they first become available without prescriptions last year, according to Doug Fogg, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests directly to the public, ranging in price from a few hundred dollars to more than $2500.
Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption. DNA testing is also the latest rage among passionate genealogists --- and supports businesses that offer to search for a family‘s geographic roots .
Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.
But some observers are skeptical, ―There is a kind of false precision being hawked by people claiming they are d oing ancestry testing,‖ says Tr oy 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 li ne or mitochondrial DNA, which is passed down only from
mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.
Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don‘t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.
26. In Paragraphs 1 and 2, the text shows PTK‘s
[A] easy availability.
[B] flexibility in pricing.
[C] successful promotion.
[D] popularity with households.
27. PTK is used to
[A] locate one‘s birth place.
[B] promote genetic research.
[C] identify parent-child kinship.
[D] choose children for adoption.
28. Skeptical observers believe that ancestry testing fails to
[A] trace distant ancestors.
[B] rebuild reliable bloodlines.
[C] fully use genetic information.
[D] achieve the claimed accuracy.
29. In the last paragraph, a problem commercial genetic testing faces is
[A] disorganized data collection.
[B] overlapping database building.
[C] excessive sample comparison.
[D] lack of patent evaluation.
30. An appropriate title for the text is most likely to be
[A] Fors and Againsts of DNA Testing.
[B] DNA Testing and Its Problems.
[C] DNA Testing Outside the Lab.
[D] Lies Behind DNA Testing.
Text 3
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to
improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts as a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry‘s work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don‘t force it. After all, that‘s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn‘t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity‘s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn‘t constrain the ability of the developing world‘s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn‘t developing more quickly there than it is.
31. The author holds in Paragraph 1 that the importance of education in poor countries
[A] is subject to groundless doubts.
[B] has fallen victim of bias.
[C] is conventionally downgraded.
[D] has been overestimated.
32. It is stated in Paragraph 1 that the construction of a new education system
[A] challenges economists and politicians.
[B] takes efforts of generations.
[C] demands priority from the government.
[D] requires sufficient labor force.
33.A major difference between the Japanese and U.S workforces is that
[A] the Japanese workforce is better disciplined.
[B] the Japanese workforce is more productive.
[C] the U.S workforce has a better education.
[D] the U.S workforce is more organized.
34. The author quotes the example of our ancestors to show that education emerged
[A] when people had enough time.
[B] prior to better ways of finding food.
[C] when people on longer went hungry.
[D] as a result of pressure on government.
35. According to the last paragraph, development of education
[A] results directly from competitive environments.
[B] does not depend on economic performance .
[C] follows improved productivity.
[D] cannot afford political changes.
Text 4
The most thoroughly studied intellectuals in the history of the New World are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was ―so much importance attached to intellectual pursuits.‖ According to many books and articles, New England‘s leaders establi shed the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.
To take this approach to the New Englanders normally means to start with the Puritans‘ theological innovations and their distinctive ideas about the church --- important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New World circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.
The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.
We should not forget, however, that most New Englanders were less well educated. While few craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations, and religious hope --- all came together in a decisive moment when he opened the Bible, told his father that the first line he saw would settle his fate, and read the magical words: ―come out from among them, touc h 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 t hat he heard in Puritan churches.
Meanwhile, many settler s had slighter religious commitments than Dane‘s, as one clergyman
learned in confronting folk along the coast who mocked that they had not come to the New World for religion. ―Our main end was to catch fish.‖
36. The author holds that in the seventeenth-century New England
[A] Puritan tradition dominated political life.
[B] intellectual interests were encouraged .
[C] Politics benefited much from intellectual endeavors.
[D] intellectual pursuits enjoyed a liberal environment.
37. It is suggested in Paragraph 2 that New Englanders
[A] experienced a comparatively peaceful early history.
[B] brought with them the culture of the Old World.
[C] paid little attention to southern intellectual life.
[D] were obsessed with religious innovations.
38. The early ministers and political leaders in Massachusetts Bay
[A] were famous in the New World for their writings.
[B] gained increasing importance in religious affairs.
[C] abandoned high positions before coming to the New World.
[D] created a new intellectual atmosphere in New England.
39. The story of John Dane shows that less well-educated New Englanders were often
[A] influenced by superstitions.
[B] troubled with religious beliefs.
[C] puzzled by church sermons.
[D] frustrated with family earnings.
40. The text suggests that early settlers in New England
[A] were mostly engaged in political activities.
[B] were motivated by an illusory prospect.
[C] came from different backgrounds.
[D] left few formal records for later reference.
Part B
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 m ust 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 adul thood.
[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.
[F]Supporters of the theory viewed culture as a collection of integrated parts that work together to keep a society functioning.
[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.
Part C
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of 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 not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.
(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.
Section ⅢWriting
Part A
51. Directions:
Restrictions on the use of plastic bags have not been s o successful in some regions. ―White pollution ‖ is still going on.
Write a letter to the editor(s) of your local newspaper to
1) give your opinions briefly and
2) make two or three suggestions
You should write about 100 words on ANSWER SHEET 2.
Do not sign your own name at the end of the letter. Use "Li Ming" instead.
Do not write the address. (10 points)
Part B
52. Directions:
Write an essay of 160-200 words based on the following drawing. In your essay, you should
1) describe the drawing briefly,
2) explain its intended meaning, and then
3) give your comments.
You should write neatly on ANSHWER SHEET 2. (20 points)
答案：
Section Ⅰ
1-5 B A D B C 11-15 D B C D A
6-10 A D C B D 16-20 C B A A C
Section Ⅱ
Part A
21-25 C D A D A 31-35 D B B C C
26-30 A C D A B 36-40 B B D A C
Part B
41-45 C E A B G
Part C
46.译文：虽然我们可以说衡量任何一个社会机构价值的标准是其丰富和完善人生方面所
起的作用，但这种作用并不是我们最初动机的组成部分。
47. 译文：人们只是逐渐地才注意到机构的这一副产品，而人们把这种作用视为机构运作的
指导性因素的过程则更为缓慢
48. 译文：虽然在与年轻人的接触中我们很容易忽视自己的行为对他们的性情所产生的影
响，然而在与成年人打交道时这种情况就不那么容易发生。
49．译文：由于我们对年轻人所做的首要工作在于使他们能够在生活中彼此相融，因此我们不仅要考虑自己是否在形成让他们获得这种能力的力量。
50. 译文：这就使我们得以在一只讨论的广义的教育过程中进一步区分出一种更为正式的教
育形式，即直接教授或学校教育。
Section Ⅲ
Part A
Dear editor，
I have been reading your newspaper for many years and now I am writing this letter to inform you of the pressing situation we are facing now.
Accustomed to using plastic bags in daily life, some people still take the ―white pollution‖ for granted, which will greatly worsen our environment. As we know, limiting the use of disposable plastic bags is of utmost significance. Therefore, to save the situation from further aggravating, I would like to give the following suggestions:
First and foremost, groups and individuals who are polluting our environment by using the plastic disposable plastic bags should be severely punished. In addition, the local media can make full use of their own influence to publicize the negative effect of plastic bags and enhance people‘s awareness of environment al protection. Last but not least, new technologies should be developed to find possible alternatives with degradable and renewable materials.
I hope that my suggestions are helpful and your prompt attention to my suggestions would be highly appreciated.
Sincerely yours，
Li Ming
Part B
As we can see in the picture, many people, old or young, men or women, are in front of a computer and using the internet in the space just like a huge web of a spider. The caption in the drawing reads: ―the internet: near or far ‖.
It is obvious that the huge spider web is the symbol of the Internet and the symbolic meaning of the picture is the effect of the internet on people‘s way of l ife. There is no doubt that the Internet provides us with considerable convenience. Internet is revolutionizing our way of living, making many things possible which are beyond our dreams. As a communication tool, the internet makes us closer than ever before by providing immediate communication via e-mail, QQ, MSN or ICQ, no matter how far away our friends are. So in this sense, the internet is making us nearer to each other.
However, there are negative effects of the internet on people‘s life. As is shown in the picture, people are imprisoned in their own respective small cabins, indulging in their own world. They choose contacting online rather than communicating face to face. Due to the addiction to the fictional experience, people seem to have forgotten the traditional and most efficient communication method, and thus indifference has become a not uncommon phenomenon in the modern world. We often hear parents complain that they have less and less time chatting with their children either because their children spend too much time playing games or chatting online with friends or strangers. Also there are couples who seldom talk with each other. Therefore, internet seems to make near people far away.
Hence, how to use modern communicating tools such as internet properly has becomes a hot issue in recent years. While we are enjoying the convenience provided by the internet, we should also bear in mind that human beings are social beings who need real interpersonal interactions. Joint efforts are needed to ensure enough time for people especially families to have face-to-face communication with each other. Only in this way can we expect a healthy development of the relationship among individuals.
答案详解
第一部分英语知识运用
这是一篇关于动物智能方面的文章，节选自2008年5月7日刊登在《纽约时报》的The Cost of Smarts（“聪明的代价”）。文章以果蝇实验为例，论述了对动物智力的研究所带给人们的启示，即聪明是要付出代价的问题。
参考译文：
对动物智能的研究总是让我们思考人类到底有多聪明。让我们想一想卡尔·齐默发表在《科学时代》杂志上的文章所描述的果蝇试验。有些果蝇受到训练，它们要比普通果蝇聪明，
但寿命往往比普通果蝇短。这表明暗淡的灯泡使用时间会更长，同时也表明不那么明亮其实是灯泡的一个优势。
事实证明，智力是要付出昂贵的代价的。它需要更高的给养、消耗更多的燃料，离开起点时速度比较缓慢，这是因为智力依靠的是学习（一个循序渐进的过程）而不是一种本能。许多其他的物种也有学习的能力，很显然他们学到的东西之一就是知道何时停止。
有限的智力是否有适应值呢？这也是这个新研究的课题。这个课题不是去回顾那些智商远远落后于我们的那些物种，而是含蓄地问我们自己智力的真正代价是什么。我们见过的每种动物都有这种想法。
对动物智力的研究也让我们思考这样一个问题：如果动物有机会的话，他们会对人类作什么样的实验。比如说，每只有主人的猫都在进行一个小型的操作性条件反射研究。我相信，如果动物也能进行试验的话，他们会测定我们的忍耐度，忠诚度，以及对地形的记忆力。他们会试图判定人类智力的真正用处是什么，而不仅仅是判定人类到底有多高的智力。最重要的是，他们希望研究一个最基本的问题：人类是否真正意识到了自己所生存的世界？对此，目前仍无定论。
重要词汇：
upkeep 保养，维持
adaptive 适应的
wistful渴望的，惆怅的
cast a glance backward回顾
leave sb/sth in the dust把某人/某物远远地甩/落在后面
operant conditioning操作性条件反射
inconclusive非决定性的，无结果的
答案解析：
1. [B]词义辨析题。
解析：本题考查动词词义，Suppose假设，Observe观察，Imagine想象，Consider考虑，后面的宾语是― the fruit-fly experiments described in Carl Zimmer in the Science Times‖，即“”，后面接着说了实验的结果及其含义。将四个选项代入文中，最符合符合语境的就是Consider考虑，这句话的意思是“让我们考虑考虑卡尔·齐默发表在《科学时代》杂志上的文章所描述的果蝇试验”。
2. [A]惯用衔接题。
解析：本题考查动词短语，tend to表示“有… 倾向，往往… ”，fear to表示“唯恐… ”，happen to表示“碰巧…”，be threatened to表示“被恐吓… ”。文中表示比较聪明的果蝇往往比普通果蝇寿命较短，填tend to符合题意，这句话的意思是“受到训练的果蝇要比普通果蝇聪明，但寿命往往比普通果蝇短”。
3. [D] 词义辨析题。
解析：本题考查形容词，lighter更轻的，thinner更瘦的，stabler更稳定的，dimmer 比较暗淡的。本句是前一句推出的结论，即由“果蝇越聪明寿命越短” 推出“灯泡越暗使用时间越长”，故选D符合题意。lighter，thinner，stabler一般不用于修饰bulb（灯泡）。这句话的意思是“这表明暗淡的灯泡使用时间会更长”。
4. [B] 逻辑推理题。
解析：本题考查逻辑关系和词义辨析，tendency倾向，advantage优势，inclination倾向，priority优先权。由前半句―bulbs burn longer‖ (灯泡越暗使用时间越长)推出“这
是不特别亮的灯泡的一个优点”，因此advantage最符合题意。这句话的意思是“同时也表明不那么明亮其实是灯泡的一个优势”。
5. [C] 词义辨析题。
解析：本题考查动词短语，turns out证明是，结果是，insist on 坚持，sum up 总结，put forward提出。根据第一段的内容，Fruit flies who were taught to be smarter than the average fruit fly tend to live shorter lives. This suggests that dimmer bulbs burn longer, that there is an advantage in not being too bright. 即果蝇越聪明寿命越短，灯泡越暗淡使用时间越长，可以证明智力是要付出代价的，因此turn out符合这儿的意思。这句话的意思是“事实证明，智力是要付出昂贵的代价的”。
6. [A] 逻辑衔接题。
解析：本题考查介词，off表示“离开”，behind表示“在…之后”，over表示“在…
之上”，along表示“沿着…”。根据上下文可知，这儿表示离开起点时，off比较合适。
而along是沿着，沿着起点意思上说不过去，故只能选off。这句话的意思是“它需要更高的给养、消耗更多的燃料，离开起点时速度比较缓慢”。
7. [D]词义辨析题。
解析：本题考查形容词。incredible难以置信的，spontaneous自发的，inevitable不可避免的，gradual 渐进的。根据文中的意思，智力取决于学习，而学习是一个渐进的过程，所以选 gradual。这句话的意思是“这是因为智力依靠的是学习（一个循序渐进的过程）而不是一种本能”。
8. [C] 逻辑推理题。
解析：本文的主旨是智力需要昂贵的代价。大量的物种会学习，但它们首先学会的是知道什么时候停止学习，与上文的例子灯泡呼应。四个选项中，fight斗争，doubt 怀疑，stop停止，think思考，正确答案为 C。这句话的意思是“许多其他的物种也有学习的能力，很显然他们学到的东西之一就是知道何时停止”。
9. [B] 语义搭配题。
解析：本题考查形容词，修饰intelligence 。invisible 看不见的，indefinite不确定的，这两个选项意思不符合，可以首先排除。different 不同的，limited有限的，都可以与intelligence搭配，但是，通读上下文，会发现这里要强调的并不是不同的物种智力不同，而是所有物种的智力都是有限的，所以limited符合文意。这句话的意思是“有限的智力是否有适应值呢？”
10. [D]固定搭配题。
解析：本题考查固定搭配，cast a glance backward意思为“回顾”。其他选项：upward 向上，forward向前，afterward后来，都不能与之搭配。这句话的意思是“不是去回顾那些智商远远落后于我们的那些物种”。
11. [D]词义辨析题。
解析：本题考查名词，feature特征，influence影响，result结果，cost 代价。根据前文可以知道，聪明是有代价的：比如果蝇越聪明寿命越短，因而cost“代价”与文中“事实证明，智力是要付出代价”相呼应, 符合文章主旨。这句话的意思是“它（这个研究）含蓄地问我们自己智力的真正代价是什么。”
12. [B] 惯用搭配题。
解析：本题考查介词，on the mind of sb.表示“挂在某人心上，使某人担心”，by the mind “通过思考”，across 常用于come across one‘s mind短语中，表示“忽然想到”outside 不与mind的搭配。前面一句说到人们问自己智力真正的代价是什么的问题，这一句紧接上文，说这个问题也是我们所遇到的每个动物所关心的问题，也就是每个动物都挂
在心上的，因此on the mind of every animal符合题意。这句话的意思是“我们见过的每种动物都有这种想法”。
13. [C] 惯用搭配题。
解析：本题考查动词，与之搭配的宾语是experiments ，选项中只有perform能与experiments搭配，表示“做实验”。deliver递送，carry 运送，apply 应用，都不与experiment搭配。这句话的意思是“如果动物有机会的话，他们会对人类作什么样的实验”。
14. [D]逻辑衔接题。
解析：本题考查介词短语，属逻辑衔接题。前一句提到experiments，本句提到一个具体的实验，所以选for instance例如，表示举例说明。其他短语意思：by chance偶然，in contrast相反，as usual像往常一样。这句话的意思是“比如说，每只有主人的猫都在进行一个小型的操作性条件反射研究”。
15. [A]逻辑衔接题。
解析：本题考查连词，由后半句中they would test us to 可推测本句使用了虚拟语气，选项中if可以引导虚拟条件句。unless除非，as正如，lest唯恐。这句话的意思是“如果动物进行试验”。
16. [C] 语义推理题。
解析：本题考查动词，所填动词应表明实验的目的，并且所填动词的宾语是limits of our patience, our faithfulness, our memory for terrain ，选项中“ determine 确定”符合题意，并与下文的decide相呼应。moderate 减轻，缓和，overcome 克服，reach达到。
本句的意思是“他们会测定我们的忍耐度，忠诚度，以及对地形的记忆力”。
17. [B]介词辨析题。
解析：本题考查介词，四个选项中for 表示目的，这个句子的正常句序是intelligence in humans is really for what，即人类智力的真正用处是什么。at在，于；after在…之后；wit h 同…一起。这句话的意思是“他们会试图判定人类智力的真正用处是什么”。
18. [A] 逻辑推理题。
解析：本题考查逻辑关系。这个句子位于段末，显然起到总结性的作用。四个选项中，Above all最重要，After all毕竟，However然而，Otherwise否则。根据上下文，本句意思应该是“最重要的是，他们希望研究一个最基本的问题”，故选Above all。
19. [A] 词义辨析题。
解析：本题考查形容词，修饰question。fundamental基本的，comprehensive全面的，equivalent相等的，hostile 敌对的。由句后问题的内容Are humans actually aware of the world they live in（人类是否真正意识到了自己所生存的世界），可推出这是一个最基本和重要的问题，所以选fundamental。本句的意思是“他们希望研究一个最基本的问题”。
20. [C] 逻辑衔接与词义辨析题。
解析：本题考查副词。空前说“想研究这个问题”，空后说“结果还不确定”。四个选项中，By accident“偶然”，In time“及时”，So far“到目前为止”，Better still “更好的是”，只有So far 符合语意。这句话的意思是“对此，目前仍无定论”。
第二部分阅读理解
Part A
第一篇文章
选自2008年5月4日《纽约时报》，题目为Can You Become a Creature of New Habits? （你可以成为新习惯的形成者吗？）。本文主要论述了可以通过有意识地培养新习惯来培养人们的创造力的问题：虽然旧有习惯不可更改，但可以通过刻意培养新习惯避开旧有路径，达到创新的目的；标准测试突出了分析和程式，却忽略了人类天生的创新和相互协作的思维模式的使用。
参考译文：
习惯是件非常奇妙的事。我们的习惯在无意识的状态下就能行成，习惯使我们的头脑
处于自动导航状态，并且放松地进入一种无意识的惯性的舒适之中。威廉·华兹华斯早在
19世纪就说过：“不是选择而是习惯主宰着不会思考的兽群。”在日新月异的21世纪，
甚至连“习惯”这个词都散发着消极的含义。
因此，在谈论创造力和革新的背景下讨论习惯问题，似乎有点自相矛盾。但是脑科研究人员已经发现，当我们有意识地培养新习惯时，大脑内就会生成平行路径，甚至全新的脑细胞，这些脑细胞能将我们的思维导向全新的、富有创意的轨道。
与其认为我们固有的习惯不可更改，不如通过有意识地培养新习惯以做出改变。事实上，我们尝试的新事物越多，也就是说，我们越远离自己的舒适范围，不论在职场上还是在个人生活上，我们就越具有创造性。
但是，我们也不必费心地去摈弃旧有的习惯；一旦形成思维定式，它们就将永久地被储存在大脑。相反，我们刻意培养的新习惯能生成平行思维路径，这些思维路径会避开那些旧有的路径。
《开放的心灵》一书的作者朵娜·马可瓦说：“创新的首要条件就是酷爱非凡的事物。但我们接受的教育不是要求我们热爱非凡事物而是要求我们‘做出决定’，正如我们的老板称自己是‘决策者’一样。”然而，她补充说道：“决策意味着保留一种可能而摈弃所有其他的可能。一名出色的创新思想者总是试图探索很多其他的可能性选择。”
她说，我们所有的人都是以自己没有觉察到的方法来解决问题的。20世纪60年代晚期，研究者们发现,人类天生就能以四种主要的方法来解决面临的挑战。这四种方法是：分析法、程序法、相关法（又称相互协作法）和革新法。然而，在青春期就要结束时，大脑就关闭了其中的两种功能，只保留了在生命最初的十几年里看起来似乎最有价值的思维方法。
现在，人们强调标准测试，这实际上突出了分析和程式，意味着很少有人天生就使用创新和相互协作的思维模式。M.J.·赖安是2006年出版的《今年我打算…》一书的作者，也是马可瓦女士的生意伙伴，她说：“这有悖于美国信仰体系的主要信仰，即每个人都无所不能。这是我们长久以来编造的一个谎言，这个谎言造就了平庸。了解自己擅长什么并且在此方面更加努力就能走向卓越。”这才正是培养新习惯的开端。
重要词汇：
mindlessly不注意地，无意识地
auto-pilot自动驾驶仪
unreflecting不反省的，不思考的
paradoxical自相矛盾的
comfort zone 舒适范围
inherently天性地，固有地
kill off消灭，摒弃
rut 车辙，常规
bypass绕过，避开
analytically分析地，分析法地
procedurally程序上地
relationally 相关地，有关地
collaboratively协作地，合作地
innovatively革新地，创新地
adolescence 青春期
highlight突出，强调
perpetuate使永存，使永远活着
答案解析：
21．[C] 事实细节题。意为：华兹华斯认为,习惯的特点就是
解析：本题问的是Wordsworth对habit的观点，根据人名定位到第一段，―Not choice, but habit rules the unreflecting herd,‖ William Wordsworth said in the 19th century（威廉·华兹华斯早在19世纪就说过：“不是选择而是习惯主宰着不会思考的兽群”）。选项[C] mechanical (机械的)可以说是对unreflecting的替换。此外文章第二句中提到We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine（我们的习惯在无意识的状态下就能行成，习惯使我们的头脑处于自动导航状态，并且放松地进入一种无意识的惯性的舒适之中），从这个表述中可以看出习惯的形成过程完全是一种无意状态下的机械活动。因此，正确选项为[C]。[A] casual不经意的，[B] familiar熟悉的，[D] changeable可变化的。
22. [D] 事实细节题。意为：脑研究者发现，习惯的形成可以被
解析：我们定位到第二段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 c ells, that can jump our trains of thought onto new, innovative tracks.（因此，在谈论创造力和革新的背景下讨论习惯问题，似乎有点自相矛盾。但是脑科研究人员已经发现，当我们有意识地培养新习惯时，大脑内就会生成平行路径，甚至全新的脑细胞，这些脑细胞能将我们的思维导向全新的、富有创意的轨道。）第一句说creativity 和innovation 与habit 是互不相容的，接着文章用but表示转折，在这种情况下我们可以推测后面的内容是讲creativity 和innovation与habit是相容的，研究者发现了什么呢？当我们有意识地(consciously)形成新的习惯时，我们甚至能够创造全新的脑细胞，这能够将我们的思绪导向全新的、富有创意的轨道。由此可见研究人员认为习惯的形成是可以被引导的。故
[D]guided引导的是正确选项。[A] predicted预见的，[B] regulated管理的，[C] traced 追
踪的。
23.[A] 词义推断题。意为：“ruts”这个词在意思上最贴近于
解析：本题为词义推断题，必须从上下文中加以理解，Bu t 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（但是，我们也不必费心地去摈弃旧有的习惯；一旦形成思维定式，它们就将永久地被储存在大脑的海马区。相反，我们刻意培养的新习惯能生成平行思维路径将，这些思维路径会避开那些旧有的路径），首先我们由they‘re there to stay，知道ruts是一个具体的东西，接着由the new habits create parallel pathways that can bypass those old roads.我们可以知道ruts与pathways和roads应该是同义替换的，由此选择
[A]tracks痕迹，轨迹。[B]series系列，[C]characteristics特点，[D]connections联系。
24.[D] 事实细节题。意为：朵娜·马可瓦最可能同意
解析：根据人名Dawna Markova我们可以定位到最第5段，由―The first thing needed for innovation is a fascination w ith wonder,‖ says Dawna Markova（Markova说认为创新最需要的就是对非凡事情的着迷），因此选[D]curiosity activates creative minds。而[A] ideas are born of a relaxing mind观点来源于放松的头脑，是利用文中出现的relaxing加以编制的选项，文中没有对应的句子[B] innovative- ness could be taught创新能够被传授，虽然文中最后一段Knowing what you‘re good at and doing even more of it creates excellence.‖This is where developing new habits comes in（了解自己擅长什么并且在此方面更加努力就能走向卓越。”这才正是培养新习惯的开端），但只是说doing even more of it creates excellence.并没有交代是本人自觉地多做，还是被―taught‖地多做。[C] decisiveness derives from fantastic ideas果断来自于奇特的想法，文中没有关于果断的信息。
25. [A]事实细节题。意为：赖安的评论意味着标准化测试
解析：本题难度较大，可以通过排除法做出选择。我们首先找到文中关于标准化测试的描述The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought.大意为目前标准化测试只强调了analysis与procedure，这从根本上使得很少有人能够使用innovative与collaborative的思维模式，而前面一段提到，人天生的思维模式包含四种，因此[C] maintains the inherent American thinking model坚持天生的美国思维模式不正确；接着我们找到Ryan的评论，This breaks the major rule in the American belief system —that anyone can do anything. That‘s a lie that we h ave perpetuated, and it fosters commonness. Knowing what you‘re good at and doing even more of it creates excellence.由第一句，“这有悖于美国信仰体系的主要信仰，即每个人都无所不能，”我们可以判断
[D] complies with the American belief system与美国的信仰体系一致这个选项不正确；
第二句“这是我们长久以来编造的一个谎言，这个谎言造就了平庸”，可以断定[B] no longer emphasizes commonness不再强调平庸也不正确；只剩下[A] prevents new habits from being formed阻止了新习惯的形成。那么从文中哪地方可以判断[A]正确呢。请看Ryan评论的最后一句话，“了解自己擅长什么并且在此方面更加努力就能走向卓越”
以及文章最后一句话，This is where developing new habits comes in.这才正是培养新习惯的开端。这句话紧跟在Ryan的评论之后，是对其评论的总结和意义所在。因此[A]项正确。
第二篇文章
节选自2008年11月14日的《科学美国人》题目为Who's Your Daddy? The Answer May Be at the Drugstore.（谁是你父亲？答案或许就在药店）。这是一篇科普类文章，介绍了在
美国基因检测血缘关系的技术的普及以及其局限性和问题。
参考译文：
了解自己的孩子的父亲是明智的父亲，但现在人们可以提升自己作为父亲的智慧---
或者至少证实自己是孩子的爸爸。他只需付30美元即可在当地的药店买一套亲子关系鉴
定包（PTK）-- 另外再付120美元就可得到鉴定结果。
身份基因公司是一家生产不需处方可以直接出售的PTK的公司。该公司的首席运营
官达格佛格说，自从去年不需要处方即购可买之后，己经超过 6 万人购买了 PTK。有二
十多家公司直接向公众出售DNA鉴定，价格从几百美元到2500美元不等。
其中最受欢迎的是父子血缘鉴定。被收养的孩子可以通过它来找到与自己具有血缘关系的亲属，收养孩子的家庭也可以通过它来了解收养孩子的情况。DNA鉴定最近也引起了谱系学者的强烈愤怒，因为它支持提供寻找家族的祖籍服务的生意。
大部分的鉴定需要通过从口中拭取唾液来收集细胞，然后送往公司进行检测。所有的这些检测都需要有一个潜在的候选人以便与他的DNA进行比对。
但是有些观察者对此持怀疑态度。纽约大学的社会学家特洛伊·达斯特说：“那些正在做祖先鉴定的人们所宣扬的祖先鉴定的精确度其实是错的。”他注意到，每个人都有很多的祖先---往前推几百年就可以找到成百的祖先。然而，大多数祖先鉴定只考虑一个世系，或者是通过男子继承的父亲方面的Y染色体，或者是从母亲一方遗传下来的线粒体DNA。这种DNA只能显示约一到两个祖先的基因信息，即使还会有六个其他的曾祖父母或者有14个其他的曾曾祖父母，假如我们仅往前推三代或者四代的话。
批评家还认为，商业基因鉴定实际上只相当于拿样本进行比对的参考信息。有些公司使用的数据库并不依赖于系统的数据收集而是把不同研究机构收集的信息合在一起。这就意味着处理数据的公司不同，所用 DNA 数据库也会不同。另外，一个公司用来鉴定血缘关系的计算机程序可能是受到专利保护的，不能受制于同行的评论和外部的评价。
重要词汇：
boost 提升，增加
paternal父亲的，父系的
shell out 交付，支付
paternity 父亲的地位/身份
kit 成套装备，工具箱
over-the-counter柜台交易的，（买药）不用处方的
kinship血族关系
genealogists系谱学者，系谱专家
swab用拭子拭抹或擦净
saliva唾液，口水
hawk 兜售，叫卖
lineage血统，世系
chromosome（生）染色体
mitochondrial线粒体的
lump together把…合在一起
答案解析：
26. [A] 推理判断题。意为：文章第一、二段表明了PTK 的
解析：文章首段最后一句话All he needs to do is shell out $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results（只需花 30 美元在地方药房作亲子鉴定-- 另外再付120美元就可得到鉴定结果），第二段第一句More than 60,000 people have purchased the PTKs since they first become available without prescriptions last year（自从去年不需要处方即购可买之后，己经超过 6 万人购买了PTK）。可以知道文章第一、二段主要说明了PTK很容易买到，因此选项[A] easy availability容易得到为正确答案。从第二段整段我们可以看出，关于鉴定价格浮动只在第二段最后一句有所体现，因而[B] flexibility in pricing灵活的价格不能算一、二段的大意；[C]successful promotion成功促销文中未提到；[D]popularity with households受家庭欢迎属过度推
断。
27. [C] 事实细节题。意为： PTK 是用来
解析：从文中第三段Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives（被收养的孩子可以通过亲子鉴定找到他具有血缘关系的亲属），这个意思同[C] identify parent-child kinship鉴定亲子关系的表述是一致的。[A]locate one‘s birth place寻找一个人的出生地这个选项比较具有迷惑性，从第三段最后一句话DNA testing is also the latest rage among passionate genealogists --- and supports businesses that offer to search for a family‘s geographic roots （PTK最近惹怒了很多谱系学家，它支持提供寻找家族的祖籍服务的生意），.我们可以看出， PTK 没有主要被用来寻找一个人的出生地，因而排除；选项[B] promote genetic research促进基因研究，[D] choose children for adoption选择收养的孩子文中均未提及。
28. [D] 事实细节题。意为：持怀疑态度的观察者认为祖先鉴定没有
解析：从题干信息我们可以将它定位到文中第五段第一句There is a kind of false precision being hawked by people claiming they are doing ancestry testing（那些正在做祖先鉴定的人们所宣扬的（祖先鉴定）精确度其实是错的），这句话是对这一段的概括，因此[D]achieve the claimed accuracy达到声称的准确性符合上述意思。而[A]trace distant ancestors找寻遥远的祖先，[B] rebuild reliable bloodlines重建可靠的血缘关系，[C] fully use genetic information充分利用基因信息都只是它的细节之一，不能作为概括表述。
29. [A] 事实细节题。意为：最后一段中商业基因鉴定面临的一个问题是
解析：从最后一段第二句Databases used by some comp anies 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 （一些公司使用的数据库并不依赖于系统的数据收集而是把不同研究机构收集的信息合在一起。这就意味着处理数据的公司不同，所用 DNA 数据库也会不同），可以断定
[A]disorganized data collection数椐收集的紊乱与本句话意思基本一致，为正确答案。
文中并未提及数据是否重合，[B] overlapping database building 重合的数据库建设无根椐。[C] excessive sample comparison 过多的样本比对[D] lack of patent evaluation 缺少专利评价文中没有体现。
30. [B] 主旨大意题。意为：本文最合适的题目应是
解析：本题考察对文章主旨的把握，通读全文，我们看不到有明显赞成 DNA 测试的倾向，因此[A] Fors and Againsts of DNA Testing DNA 测试的赞成与反对不能概括文章大意；同样，文中没有特别强调实验室内外的问题，因而也可排除[C] DNA Testing Outside the Lab 实验室外的DNA测试；文中作者只是客观地提出了 DNA 测试存在的不准确性问题，但并没有指明是哪些人的谎言，因而[D] Lies Behind DNA Testing DNA 测试背后的谎言也不能算对；文章首先说到了PTK很容易得到，亲子血缘鉴定最受欢迎，接着说明了持怀疑态度的人们的看法，虚假的精确性与数据库的紊乱。因此[B] DNA Testing and Its Problems DNA测试及它存在的问题最能概括文章的大意，是文章最合适的题目。
第三篇文章
节选自2003年12月Mckinsey Quarterly 《麦肯锡季刊》原文题目为Educating Global Workers(全球工人的教育)。文章驳斥了一般认为发展教育可以带来经济增长的观点，指出持续的经济发展可以促进教育的发展，但缺少正规教育并不会限制发展中世界工人为可预见的将来大幅度提高生产力的能力。