天外09年英语语言学考研题
天津外国语学院2009年攻读英语语言文学专业硕士学位研究生入学考试样题考试科目：基础英语+汉语（考试时间180分钟总分150分）注：本试卷为水平考试，分别考查学生的词汇量、语法结构、阅读理解、翻译以及汉语等方面的水平和能力，为所有报考我校英语专业硕士研究生的必答题。
以下是样题，并不是试题全部。
I. Vocabulary (20points )Directions: Choose the answer that best explains the underlined word or phrase or best fills in the blank in the sentence. Write your answers on the ANSWER SHEET. (20points for 20 questions) The following are ten sample questions.1.Y ou talk about it as if it were a grammar school instead of a leading university.A.very largeB.very seriousC.very prestigiousD.very fundamental2. During the war, the shipping lanes proved vulnerable to attack.A.susceptibleB.futileC.feasibleD.venerable3. Affluent nations have an obligation to help their neighbors.A. largeB. wealthyC. advancedD. industrialized4. Companies will address this situation through methods like on-site counseling and the development of special programs.A.go to the spotB.rememberC.recordD.deal with5. I got out thanks to a college scholarship and because I was a little more articulate than the average.A.able to do addition effectivelyB.able to express one’s thoughts effectivelyC.able to write effectivelyD.able to initiate things effectively6. Her letter was in such a casual scrawl, and in such pale ink, that it was__________.A. unintelligibleB. eligibleC. ambiguousD. illegible7. The children performed a very________ dance.A. distractingB. gracefulC. graciousD. precise8. The room was ________ of furniture.A. absentB. devoidC. inadequateD. scanty9. What he has been saying is completely _____to what we are discussing.A. detachedB. exceptionalC. impertinentD. irrelevant10. The funeral will be _______, and only members of the dead man’s family will attend.A. aloneB. personalC. peculiarD. privateII. Grammatical Structures. (10 points)Directions: In each of the following sentences there are four underlined parts marked A, B ,C and D. Identify the part that is grammatically incorrect.III. Cloze Test (20 points)Directions: There are two short passages in this section. In each passage, ten words or phrases are missing. Fill in each blank with an appropriate word or phrase that best suits the context to complete the passage. Write your answer on the ANSWER SHEET. (20 points)As a doctor who travels quite a lot, I spent a lot of time on planes listening for that dreaded “Is there a doctor on board?” announcement. I lave been called only once for a woman who had merely fainted. But the __1__ made me quite ___2__ how often this kind of thing happens. I wonder what I would do if confronted with a real midair emergency without access by a hospital staff and the usual emergency equipment. So when the New England Journal of Medicine last week published a study about in-flight medical events, I read it with __3__.The study estimated that there are an average of thirty in-flight medical emergencies on US flights every day. Most of them are not __4__. __5__ 13% of them are serious enough to require the pilot to change course. The most common emergencies __6__ heart trouble, stroke and difficulty in breathing.Let’s face it: plane rides are stressful. For starters, cabin pressures at high altitude are set roughly what they would be if you lived at 5000 to 8000 feet above sea level. Most people can __7__ these pressures, but passengers with heart disease __8__ experience chest pain. Another problem is deep venous thrombosis—the so-called economic class syndrome. ___9_ happens, do not panic. Thanks to more recent legislation, __10___ with just one attendant are starting to install emergency medical kits to treat heart attacks.IV. Reading Comprehension (40 points)Directions : Read carefully the following passage(s) and then answer the questions. (40 points for 20 questions). The following is a sample passage with five sample questions.Since the dawn of human ingenuity, people have devised ever more cunning tools to cope with work that is dangerous, boring, burdensome, or just plain nasty. That compulsion has resulted in robotics—the science of conferring various human capabilities on machines. And if scientists have yet to create the mechanical version of science fiction, they have begun to come close. As a result, the modern world is increasingly populated by intelligent gizmos whose presence we barely notice but whose universal existence has removed much human labor.Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with mechanical politeness for the transaction. Our subway trains are controlled by tireless robot-drivers. And thanks to the continual miniaturization of electronics and micro-mechanics, there are already robot systems that can perform some kinds of brain and bone surgery with sub millimeter accuracy-far greater precision than highly skilled physicians can achieve with their hands alone. But if robots are to reach the next stage of laborsaving utility, they will have to operate with less human supervision and be able to make at least a few decisions for themselves-goals that pose a real challenge.“While we know how to tell a robot to handle a specific error,” says Dave Lavery, manager of a robotics program at NASA, “we can't yet give a robot enough‘commonsense’to reliably interact with a dynamic world.”Indeed the quest for true artificial intelligence has produced very mixed results. Despite a spell of initial optimism in the 1960s and 1970s when it appeared that transistor circuits and microprocessors might be able to copy the action of the human brain by the year 2010, researchers lately have begun to extend that forecast by decades if not centuries. What they found, in attempting to model thought, is that the human brain's roughly one hundred billion nerve cells are much more talented-and human perception far more complicated-than previously imagined. They have built robots that can recognize the error of a machine panel by a fraction of a millimeter in a controlled factory environment. But the human mind can glimpse a rapidly changing scene and immediately disregard the 98 percent that is irrelevant, instantaneously focusing on the monkey at the side of a winding forest road or the single face in a big crowd. The most advanced computer systems on Earth can't approach that kind of ability, and neuroscientists still don't know quite how we do it.1. Human ingenuity was initially demonstrated in .A. the use of machines to produce science fiction.B. the wide use of machines in manufacturing industry.C. the invention of tools for difficult and dangerous work.D. the elite's cunning tackling of dangerous and boring work2. The word “gizmos" (line 1, paragraph 2) most probably means .A. programs.B. experts.C. devices.D. creatures.3. According to the text, what is beyond man's ability now is to design a robot that can .A. fulfill delicate tasks like performing brain surgery.B. interact with human beings verbally.C. have a little common sense.D. respond independently to a changing world.4. Besides reducing human labor, robots can also .A. make a few decisions for themselves.B. deal with some errors with human intervention.C. improve factory environments.D. cultivate human creativity.5. The author uses the example of a monkey to argue that robots are .A. expected to copy human brain in internal structure.B. able to perceive abnormalities immediately.C. far less able than human brain in focusing on relevant information.D. best used in a controlled environment.V. Translation from English to Chinese. (20 points)Directions: Please translate the following two passages into Chinese and write your English versions on the ANSWER SHEET. The following is a sample passage.It is as though some giant’s hand were squeezing the trunks of the trees, forcing the sap up and along the branches, for the blossom seems to squirt into the air.There have been other Mays in other years, but never has there been so much blossom. The bees are bewildered by it. A few small bush-apples which were as austere as walking sticks when I planted them only two months ago are now in full flower, and look like little girls just off to a carnival.Peach, cherry, plum and apple strain into the air; all the trees in the orchard are out together, and for once, no clumsy wind has shorn or rain washed their frail, enameled, fine petals down into the lecherous hands of grass.What flower is there as delicate as this flower that grows out of a gnarled old tree with its trunk all twisted and its bark all blistered? It is a paradox. Beauty is always a paradox.VI. 汉语部分（40分）一、判断题（标出正确答案的题号，每小题1分，共10分）1.先秦文学是综合的形态，其特点是文史哲不分。
2009英语考研真题答案
2009英语考研真题答案2009英语考研真题答案【篇一：2005-2009年考研英语真题、答案及详解[精编版]】class=txt>section i use of englishdirections:read the following text. choose the best word(s) for each numbered blank and mark [a], [b], [c] or [d] on answer sheet 1. (10 points)research on animal intelligence always makes me wonder just how smart humans are.the fruit-fly experiments described in carl zimmer‘s piece in the science times on tuesday. fruit flies who were taught to be smarter than the average fruit fly to live shorter lives. this suggests that bulbs burn longer, that there is an in not being too terrifically bright.intelligence, it out, is a high-priced option. it takes more upkeep, burns more fuel and is slow the starting line because it depends on learning—a gradual — instead of instinct. plenty of other species are able to learn, and one of the things they‘ve apparently learned is when to is there an adaptive value to intelligence? that‘s the question behind this new research. i like it. instead of casting a wistful glance at all the species we‘ve left in the dust i.q.-wise, it implicitly asks what the real of our own intelligence might be. this is the mind of every animal i‘ve ever met.research on animal intelligence also makes me wonder what experiments animals would on humans if they had the chance. every cat with an owner, small-scale study in operant conditioning. we believe that animals ran the labs, they would test us to the limits of our patience, our faithfulness, our memory for terrain. they would try to decide what intelligence inhumans is really of it there is. question: are humans actually aware of the world they live in? the results are inconclusive. 1.[a] suppose [b] consider[c] observe[d] imagine 2. [a] tended[b] feared [c] happened [d] threatened 3. [a] thinner[b] stabler [c] lighter [d] dimmer 4. [a] tendency [b] advantage[c] inclination [d] priority 5. [a] insists on[b] sums up [c] turns out [d] puts forward 6. [a] off[b] behind [c] over [d] along 7. [a] incredible[b] spontaneous [c]inevitable [d] gradual 8. [a] fight [b] doubt[c] stop[d] think19. [a] invisible[b] limited [c] indefinite[d] different10.[a] upward [b] forward [c] afterward [d] backward 11. [a] features[b] influences [c] results [d] costs 12. [a] outside[b]on[c] by [d] across 13. [a] deliver [b] carry [c] perform [d] apply 14. [a] by chance [b] in contrast [c] as usual[d] for instance 15. [a] if[b] unless[c] as[d] lest 16. [a] moderate [b] overcome [c] determine [d] reach 17. [a] at [b] for[c] after[d] with 18. [a] above all[b] after all [c] however[d] otherwise 19. [a] fundamental[b] comprehensive [c] equivalent [d] hostile 20. [a] by accident[b] in time [c] so far [d] better stillsection ii reading comprehensionpart adirections:read the following four texts. answer the questions below each text by choosing [a], [b], [c] or [d]. mark your answers on answer sheet 1. (40 points)text 1habits are a funny thing. we reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. ―not choice, but habit rules the ueflecting herd,‖ william wordsworth said in the 19th century. inthe ever-changing 21st century, even the word ―habit‖ carries a negative connotation.so it seems antithetical to talk about habits in the same context as creativity and innovation. but brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.but don‘t bother trying to kill off old habits; once thosethe hippocampus, they‘re there to stay. instead, the new habits we deliberately ingrain into ourselves create parallel 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. agood innovational thinker is always exploring the many other possibilities.‖all of us work through problems in ways of which we‘re unaware, she says. researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. at puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.the current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and 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 2006book ―this year i will...‖ and ms. markova‘s business partner. ―that‘s a lie that we have perpetuated, and it fosters commonness. knowing what you‘re good at and doing even more of it creates excellence.‖ this is where developing new habits comes in.21. the view of wordsworth habit is claimed by being [a] casual[b] familiar [c] mechanical [d] changeable. 22. the researchers have discovered that the formation of habit can be [a] predicted [b] regulated [c] traced[d] guided 23.“ruts‖(in line one, paragraph 3) has closest meaning to [a] tracks [b] series [c] characteristics [d] connections24. ms. markova‘s comments suggest that the practice of standard testing [a] prevents new habits form being formed [b] no longer emphasizes commonness[c] maintains the inherent american thinking model [d] complies with the american belief system 25. ryan most probably agree that [a] ideas are born of a relaxing mind[b] innovativeness could be taught [c] decisiveness derives from fantastic ideas [d] curiosity activates creative mindstext 2it is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he‘s the kid‘s dad. all he needs to do is shell our $30 for paternity testing kit (ptk) at his local drugstore – and another $120 to get the2results.more than 60,000 people have purchased the ptks since they first become available without prescriptions last years, according to doug fog, chief operating officer of identigene, which makes the over-the-counter kits. more than two dozencompanies 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 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 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. databa ses 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 accuracy29. in the last paragraph ,a problem commercial genetic testing faces is __________. [a]disorganized data collection[b]overlapping database building[c]excessive sample comparison[d]lack of patent evaluation.30. an appropriate title for the text is most likely tobe__________.[a] fors and 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 institutionhave 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 metbest-practice labor productivity standards despite the complexity of the building industry‘s work.what is the real relationship between education and economic development? we have to suspect that continuing economic growth promotes the development of education even3when governments don‘t force it. after all, that‘s how education got started. when our ancestors were hunters and gatherers 10,000 years ago, they didn‘t have time to wonder much about anything besides finding food. only when humanity began to get its food in a more productive way was there time for other things.as education improved, humanity‘s productivity potential, they could in turn afford more education. this increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required byadvanced 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, ho wever, 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 overestimated 32. it is stated in paragraph 1 that construction of a new education system______. [a] challenges economists and politicians[b] takes efforts of generations [c] demands priority from the government [d] requires sufficient labor force 33.a major difference between the japanese and u.s workforces is that_____. [a] the japanese workforce is better disciplined [b] 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 government 35. according to the last paragraph , development of education ______. [a] results directly from competitive environments [b] does not depend on economic performance [c] follows improved productivity[d] cannot afford political changestext 4the most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century new england. according to the standard history of americanphilosophy, 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 fromamong 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. ‖436. the author notes that in the seventeenth-century new england______. [a] puritan tradition dominated political life. [b] intellectual interests were encouraged.[c] politics benefited much from intellectual endeavors. [d] intellectual pursuits enjoyed a liberal environment.37. it is suggested in paragraph 2 that new englanders_______.[a] experienced a comparatively peaceful early history. [b] brought with them the culture of the old world [c] paid little attention to southern intellectual life [d] were obsessed with religious innovations38. the early ministers and political leaders in massachusetts bay______. [a] were famous in the new world for their writings[b] gained increasing importance in religious affairs[c] abandoned high positions before coming to the new world[d] created a new intellectual atmosphere in new england39. the story of john dane shows that less well-educated new englanders were often ___. [a] influenced by superstitions [b] troubled with religious beliefs [c] puzzled by church sermons [d] frustrated with family earnings 40. the text suggests that early settlers in new england__________. [a] were mostly engaged in political activities [b] were motivated by an illusory prospect [c] came from different backgrounds.[d] left few formal records for later reference part bdirections:in the following text, some sentences have been removed. for questions (41-45), choose the most suitable one from the list a-g to fit into each of the numbered blank. there are two extra choices, which do not fit in any of the gaps. mark your answers on answer sheet 1. (10 points)coinciding with the groundbreaking theory of biological evolution proposed by british naturalist charles darwin in the 1860s, british social philosopher herbert spencer put forward his own theory of biological and cultural evolution. spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection.41.____________.american social scientist lewis hey morgan introduced another theory of cultural evolution in the late 1800s. morgan, along with tylor, was one of the founders of modern anthropology. in his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.in the early 1900s in north america, german-born american anthropologist franz boas developed a new theory of culture known as historical particularism. historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.historical particularism became a dominant approach to the study of culture in american anthropology, largely through the influence of many students of boas. but a number ofanthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures.45.________________.[a] other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. this theory was known as diffusionism. [b] in order to study particular cultures as completely as possible, boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[c] he argued that human evolution was characterized by a struggle he called the ―survival of the fittest,‖ in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[d] they also focused on important rituals that appeared to preserve a people‘s social5structure, such as initiation ceremonies that formally signify children‘s entrance into adulthood.[e] thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[f]supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[g] for example, british anthropologists grafton elliot smith and w. j. perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, andmetallurgy all originated in ancient egypt and diffused throughout the world. in fact, all of these cultural developments occurred separately at different times in many parts of the world. part cdirections:read the following text carefully and then translate the underlined segments into chinese. your translation should be written carefully on answer sheet 2. (10 points)there is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. in the former case the education is religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to and thrift, the intellectual and emotional reaction of the forms of human association under which the worlds work is carried on receives little attention as compared with physical output.but in dealing with the young, the fact of association itself as an immediate human【篇二：2009年考研英语一真题(附答案)】txt>section iuse of english research on animal intelligence always makes me wonder just how smart humans are. 1the fruit-fly experiments described in carl zimmer?s piece in the science times on tuesday. fruit flies who were taught to be smarter than the average fruit fly 2to live shorter lives. this suggests that 3bulbs burn longer, that there is an 4 in not being too terrifically bright.intelligence, it 5 out, is a high-priced option. it takes more upkeep, burns more fuel and is slow 6 the starting line becauseit 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 dusti.q.-wise, it implicitly asks what the real 11 of our own intelligence might be. this is 12the mind of every animal i?ve ever met.research on animal intelligence also makes me wonder what experiments animals would 13on humans if they had the chance. every cat with an owner, 14, is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16the limits of our patience, our faithfulness, our memory for terrain. they would try to decide what intelligence in humans is really 17 , not merely how much of it there is.18 , they would hope to study a 19question: are humans actually aware of the world they live in? 20the results are inconclusive.1. [a] suppose [b] consider[c] observe [d] imagine2. [a] tended [b] feared [c] happened [d] threatened3. [a] thinner [b] stabler [c] lighter [d] dimmer4. [a] tendency [b] advantage [c] inclination [d] priority5. [a] insists on [b] sums up [c] turns out [d] puts forward6. [a] off[b] behind [c] over [d] along7. [a] incredible [b] spontaneous[c]inevitable [d] gradual8. [a] fight[b] doubt [c] stop [d] think9. [a] invisible [b] limited [c] indefinite[d] different10. [a] upward [b] forward [c] afterward[d] backward11. [a] features [b] influences [c] results[d] costs12. [a] outside [b] on [c] by [d] across13. [a] deliver [b] carry [c]perform [d] apply14. [a] by chance[b] in contrast [c] as usual [d] for instance15. [a] if[b] unless [c] as [d] lest16. [a] moderate [b] overcome [c] determine[d] reach17. [a] at [b] for[c] after [d] with18. [a] above all [b] after all [c] however[d] otherwise19. [a] fundamental[b] comprehensive [c] equivalent[d] hostile20. [a] by accident[b] in time[c] so far [d] better stillsection ii reading comprehensionpart atext1habits are a funny thing. we reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “not choice, but habit rules theuefl ecting 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 fascinat ion 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 anythin g,” 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 formed b, no longer emphasizes commonnessc, maintains the inherent american thinking modeld, complies with the american belief system25. ryan most probably agree thata. ideas are born of a relaxing mindb. innovativeness could be taughtc. decisiveness derives from fantastic ideasd. curiosity activates creative mindstext 2it is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom - or at least confirm that he?s the kid?s dad. all he needs to do is shell our $30 for paternity testing kit (ptk) at his local drugstore - and another $120 to get the results.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。
2009年考研英语真题原文与答案完整版
2009年考研英语真题原文及答案完整版Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning - a gradual 7 - instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain.They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don't bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they're there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to 'decide,' just as our president calls himself 'the Decider.' " She adds, however, that "to decide is to kill off allpossibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system - that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23." ruts"(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom - or at least confirm that he's the kid's dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore - and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family's geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK's ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one's birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It's problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literarycompositions to be analyzed, The in thinking often had a traditional superstitions quality.A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture-known as functionalism-became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the "survival of the fittest," in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people's social structure, such as initiation ceremonies that formally signify children's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points) There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of humanassociation under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points) Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points) 答案Section I Use of English1-5 BADBC 6-10 ADCBD11-15 DBCDA 16-20 CBAACSection II Reading ComprehensionPart A21-25 ABCAA 26-30 ACDAB31-35 DBBAC 36-40 BBDACPart B41-45 CEABGPart C46. 可以说，任何社会制度的价值在于它对扩大和改进经验方面的影响，但是这种影响并不是它原来的动机的一部分。
天外09年英语语言学考研题
天津外国语学院2009年攻读英语语言文学专业硕士学位研究生入学考试样题考试科目：基础英语+汉语（考试时间180分钟总分150分）注：本试卷为水平考试，分别考查学生的词汇量、语法结构、阅读理解、翻译以及汉语等方面的水平和能力，为所有报考我校英语专业硕士研究生的必答题。
以下是样题，并不是试题全部。
I. Vocabulary (20points )Directions: Choose the answer that best explains the underlined word or phrase or best fills in the blank in the sentence. Write your answers on the ANSWER SHEET. (20points for 20 questions) The following are ten sample questions.1.Y ou talk about it as if it were a grammar school instead of a leading university.A.very largeB.very seriousC.very prestigiousD.very fundamental2. During the war, the shipping lanes proved vulnerable to attack.A.susceptibleB.futileC.feasibleD.venerable3. Affluent nations have an obligation to help their neighbors.A. largeB. wealthyC. advancedD. industrialized4. Companies will address this situation through methods like on-site counseling and the development of special programs.A.go to the spotB.rememberC.recordD.deal with5. I got out thanks to a college scholarship and because I was a little more articulate than the average.A.able to do addition effectivelyB.able to express one’s thoughts effectivelyC.able to write effectivelyD.able to initiate things effectively6. Her letter was in such a casual scrawl, and in such pale ink, that it was__________.A. unintelligibleB. eligibleC. ambiguousD. illegible7. The children performed a very________ dance.A. distractingB. gracefulC. graciousD. precise8. The room was ________ of furniture.A. absentB. devoidC. inadequateD. scanty9. What he has been saying is completely _____to what we are discussing.A. detachedB. exceptionalC. impertinentD. irrelevant10. The funeral will be _______, and only members of the dead man’s family will attend.A. aloneB. personalC. peculiarD. privateII. Grammatical Structures. (10 points)Directions: In each of the following sentences there are four underlined parts marked A, B ,C and D. Identify the part that is grammatically incorrect.III. Cloze Test (20 points)Directions: There are two short passages in this section. In each passage, ten words or phrases are missing. Fill in each blank with an appropriate word or phrase that best suits the context to complete the passage. Write your answer on the ANSWER SHEET. (20 points)As a doctor who travels quite a lot, I spent a lot of time on planes listening for that dreaded “Is there a doctor on board?” announcement. I lave been called only once for a woman who had merely fainted. But the __1__ made me quite ___2__ how often this kind of thing happens. I wonder what I would do if confronted with a real midair emergency without access by a hospital staff and the usual emergency equipment. So when the New England Journal of Medicine last week published a study about in-flight medical events, I read it with __3__.The study estimated that there are an average of thirty in-flight medical emergencies on US flights every day. Most of them are not __4__. __5__ 13% of them are serious enough to require the pilot to change course. The most common emergencies __6__ heart trouble, stroke and difficulty in breathing.Let’s face it: plane rides are stressful. For starters, cabin pressures at high altitude are set roughly what they would be if you lived at 5000 to 8000 feet above sea level. Most people can __7__ these pressures, but passengers with heart disease __8__ experience chest pain. Another problem is deep venous thrombosis—the so-called economic class syndrome. ___9_ happens, do not panic. Thanks to more recent legislation, __10___ with just one attendant are starting to install emergency medical kits to treat heart attacks.IV. Reading Comprehension (40 points)Directions : Read carefully the following passage(s) and then answer the questions. (40 points for 20 questions). The following is a sample passage with five sample questions.Since the dawn of human ingenuity, people have devised ever more cunning tools to cope with work that is dangerous, boring, burdensome, or just plain nasty. That compulsion has resulted in robotics—the science of conferring various human capabilities on machines. And if scientists have yet to create the mechanical version of science fiction, they have begun to come close. As a result, the modern world is increasingly populated by intelligent gizmos whose presence we barely notice but whose universal existence has removed much human labor.Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with mechanical politeness for the transaction. Our subway trains are controlled by tireless robot-drivers. And thanks to the continual miniaturization of electronics and micro-mechanics, there are already robot systems that can perform some kinds of brain and bone surgery with sub millimeter accuracy-far greater precision than highly skilled physicians can achieve with their hands alone. But if robots are to reach the next stage of laborsaving utility, they will have to operate with less human supervision and be able to make at least a few decisions for themselves-goals that pose a real challenge.“While we know how to tell a robot to handle a specific error,” says Dave Lavery, manager of a robotics program at NASA, “we can't yet give a robot enough‘commonsense’to reliably interact with a dynamic world.”Indeed the quest for true artificial intelligence has produced very mixed results. Despite a spell of initial optimism in the 1960s and 1970s when it appeared that transistor circuits and microprocessors might be able to copy the action of the human brain by the year 2010, researchers lately have begun to extend that forecast by decades if not centuries. What they found, in attempting to model thought, is that the human brain's roughly one hundred billion nerve cells are much more talented-and human perception far more complicated-than previously imagined. They have built robots that can recognize the error of a machine panel by a fraction of a millimeter in a controlled factory environment. But the human mind can glimpse a rapidly changing scene and immediately disregard the 98 percent that is irrelevant, instantaneously focusing on the monkey at the side of a winding forest road or the single face in a big crowd. The most advanced computer systems on Earth can't approach that kind of ability, and neuroscientists still don't know quite how we do it.1. Human ingenuity was initially demonstrated in .A. the use of machines to produce science fiction.B. the wide use of machines in manufacturing industry.C. the invention of tools for difficult and dangerous work.D. the elite's cunning tackling of dangerous and boring work2. The word “gizmos" (line 1, paragraph 2) most probably means .A. programs.B. experts.C. devices.D. creatures.3. According to the text, what is beyond man's ability now is to design a robot that can .A. fulfill delicate tasks like performing brain surgery.B. interact with human beings verbally.C. have a little common sense.D. respond independently to a changing world.4. Besides reducing human labor, robots can also .A. make a few decisions for themselves.B. deal with some errors with human intervention.C. improve factory environments.D. cultivate human creativity.5. The author uses the example of a monkey to argue that robots are .A. expected to copy human brain in internal structure.B. able to perceive abnormalities immediately.C. far less able than human brain in focusing on relevant information.D. best used in a controlled environment.V. Translation from English to Chinese. (20 points)Directions: Please translate the following two passages into Chinese and write your English versions on the ANSWER SHEET. The following is a sample passage.It is as though some giant’s hand were squeezing the trunks of the trees, forcing the sap up and along the branches, for the blossom seems to squirt into the air.There have been other Mays in other years, but never has there been so much blossom. The bees are bewildered by it. A few small bush-apples which were as austere as walking sticks when I planted them only two months ago are now in full flower, and look like little girls just off to a carnival.Peach, cherry, plum and apple strain into the air; all the trees in the orchard are out together, and for once, no clumsy wind has shorn or rain washed their frail, enameled, fine petals down into the lecherous hands of grass.What flower is there as delicate as this flower that grows out of a gnarled old tree with its trunk all twisted and its bark all blistered? It is a paradox. Beauty is always a paradox.VI. 汉语部分（40分）一、判断题（标出正确答案的题号，每小题1分，共10分）1.先秦文学是综合的形态，其特点是文史哲不分。
2009年考研英语真题答案及解析
【补充】 consider 在这里等同于 take…(as an example)。
2.[A] tended (to) 倾向于…… [B] feared 害怕 [C] happened(to)碰巧…… [D] threatened (to) 威胁要去做……
【答案】A
【考点】动词搭配
【解析】从空格后面的 to 可首先排除 B，因为 fear 不与 to 连用。再结合文章题材看，文章是科技类，而科技类文章
【答案】 C
【考点】逻辑搭配
【解析】空所在的语境为： experiment on humans.显然表达的是在人身上进行试验，表示“在……进行试验”
只有用 perform experiment on，故答案为 C。
14.[A] by chance 偶然 [B] in contrast 相反 [C] as usual 照常 [D] for instance 例如
18.[A] Above all 首先 [B] After all 毕竟 [C] However 然而 [D] Otherwise 否则
【答案】 A
【考点】逻辑搭配
【解析】空所在的前后语境为：他们会测试……；它们会尽力去……； ，它们会希望研究……。显然这是三个
并列句，而最后一句的语义显然强于前面两句，表示强调的只有选项 A，故本题答案为 A。
一个技能就是知道何时需要停顿下来。
有限的智力是否也有着适应价值呢？这就是这次新研究后面的问题。这个问题并非是从智商的角度去回头
看那些已经灭绝的物种，而是隐含地询问我们智力的实际成本可能是什么。这一问题一直环绕在我见过的每一
个人。
对动物智力的研究也让我思考：如果动物有机会的话，它们会在人类身上进行什么样的实验。比如，每一
2009年考研英语真题—试题
2009年考研英语真题—试题D8. [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 still Section 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 Americanbelief 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 othergreat-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 ofthe 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 poorcountries ___________.[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 educationemerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Meanwhile, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders wereoften __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points) Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave 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 atheory 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 calledthe "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 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 immediatehuman 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)。
09英语考研真题
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text。
Choose the best word（s) for each numbered blank and mark A，B，C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are。
1 the fruit—fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence，it 5 out, is a high-priced option. It takes more upkeep，burns more fuel and is slow 6 the starting line because it depends on learning - a gradual 7 - instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 。
2009年全国硕士研究生入学统一考试英语试题附答案详解
2009年全国硕士研究生入学统一考试英语试题附答案详解∙第1 部分：真题训练∙第2 部分：参考答案Section I Use of EnglishRead the following text. Choose the best word(s) foreach numbered blank and mark A, B, C or D onANSWER SHEET 1. (10 points)Research on animal intelligence always makes mewonder just how smart h umans are.1 the fruit-flyexperiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies whowere taught to be smarter than the average frui t fly 2 to live shorter lives. This suggests that 3bulbs burn longer, that there i s an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns m ore fuel and is slow6 the starting line because it depends on learning — a gra dual 7— instead of instinct. Plenty ofother species are able to learn, and one of the things they've apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That's the question behind this new research. Ilike it. Instead of casting a wistful glance 10 at all the spec ies we've left in the dust I.Q.-wise,it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind ofevery animal I've ever met.Research on animal intelligence also makes me wonder what experiments a nimals would 13 onhumans if they had the chance. Every cat with an owner,14 , is running a small-scale study inoperant conditioning. we believe that 15animals ran the labs, they would test us to 16 thelimits of our patience, our faithfulness, our memory for terrain. They would try to decidewhat intellig ence in humans is really 17 , not merely how much of it there is.18 , they wouldhope to study a 19 question: Are humans actually aware of the world they live in? 20 theresults are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosi ng A, B, C or D.Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains o n auto-pilot andrelaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules theunreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21stcentury, even the word ―habit‖ c arries a negative connotation.So it seems antithetical to talk about habits in the same context as creativ ity and innovation. But brain researchers have discovered that when we con sciously develop newhabits, we create parallel synaptic paths, and even ent irely new brain cells, that can jump ourtrains of thought onto new, innovativ e tracks.But don't bother trying to kill off old habits; once those ruts of procedure ar e worn into thehippocampus, they're there to stay. Instead, the new habits we deliberately ingrain intoourselves create parallel pathways that can byp ass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says D awna Markova,author of ―The Open Mind‖ and an executive change consulta nt for Professional ThinkingPartners.―But we are taught instead to ‗decide,' just as our president calls himself ‗the Decider.'‖ She adds, however, that ―to decide is to kill off all possibilities but o ne. A good innovationalthinker is always exploring the many other possibilitie s.‖All of us work through problems in ways of which we're unaware, she says. Researchers in thelate 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, rela tionally (or collaboratively) and innovatively. Atpuberty, however, the brain s huts down half of that capacity, preserving only those modes ofthought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proc edure, meaningthat few of us inherently use our innovative and collabora tive modes of thought.―Thisbreaks the major rule in the American belief system — that anyone can d o anything,‖ explainsM. J. Ryan, author of the 2006 book ―This Year I Will...‖and Ms. Markova's business partner.―That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're goodat and doing even more of it creates excellence.‖ This is wh ere developing new habits comesin.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his p aternal (fatherly)wisdom – or at least confirm that he's the kid's dad. All he n eeds to do is shell our $30 forpaternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become av ailable withoutprescriptions last years, according to Doug Fog, chief operatin g officer of Identigene, whichmakes the over-the-counter kits. More than two dozen companies sell DNA tests Directly tothe public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted chil dren can use tofind their biological relatives and latest rage a many passion ate genealogists-and supportsbusinesses that offer to search for a family's ge ographic roots .Most tests require collecting cells by webbing saliva in the mouth and sendin g it to thecompany for testing. All tests require a potential candidate with w hom to compare DNA.But some observers are skeptical,―There is a kind of false precision being hawked by peopleclaiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a fewcenturies back. Yet most ancestry testing only considers a single li neage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passeddown only from mothers. This DNA can re veal genetic information about only one or twoancestors, even though, for e xample, just three generations back people also have six othergreat-grandpar ents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the ref erence collectionsto which a sample is compared. Databases used by some c ompanies don't rely on datacollected systematically but rather lump together information from different research projects.This means that a DNA database may differ depending on the company that processes theresults. In addition, the computer programs a company uses to estimate relationships may bepa tented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK's ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one's birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __ ________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It's problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor coun tries is widely misunderstood by economists and politicians alike progress in both area is undoubtedlynecessary for the social, political and intellectual d evelopment of these and all other societies;however, the conventional view that education should be one of the very highest priorities forpromoting rapid economic development in poor countries is wrong. We are fortunate that is it ,because new educational systems there and putting enough people through t hem to improveeconomic performance would require two or three generatio ns. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher produ ctivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not l ong ago, with thecountry entering a recessing and Japan at its pre-bubble pe ak. The U.S. workforce was derided as poorly educated and one of primary c ause of the poor U.S. economic performance. Japan was, and remains, the g lobal leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyotaachieved about 95 percent of the productivity of their Japanese countere pants a result of thetraining t hat U.S. workers received on the job.More recently, while examing housing construction, the researchers discover ed that illiterate,non-English- speaking Mexican workers in Houston, Texas, consistently met best-practicelabor productivity standards despite the co mplexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the developm ent of education even whengovernments don't force it. After all, that's how ed ucation got started. When our ancestorswere hunters and gatherers 10,000 y ears ago, they didn't have time to wonder much aboutanything besides findin g food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in tur n afford moreeducation. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems r equired by advanced economic performance. Thus poor countries might not be able to escape their poverty traps withoutpolitical changes that may be possible only with broader formal education. A lack of formaleducation, howev er, doesn't constrain the ability of the developing world's workforce tosubsta ntially improve productivity for the forested future. On the contrary, constr aints onimproving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor c ountries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that ____ ______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education e merged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and politicalleaders of seventeenth-century New England. According to the st andard history of Americanphilosophy, nowhere else in colonial America was ―So much important attached to intellectual pursuits ‖ According to many boo ks and articles, New England's leaders established the basicthemes and preo ccupations of an unfolding, dominant Puritan tradition in American intellect ual life.To take this approach to the New Englanders normally mean to start with th e Puritans'theological innovations and their distinctive ideas about the churc h-important subjects that wemay not neglect. But in keeping with our exami nation of southern intellectual life, we mayconsider the original Puritans ascarriers of European culture adjusting to New worldcircumstances. The New E ngland colonies were the scenes of important episodes in the pursuitof widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educatio n and influence inEngland.`Besides the ninety or so learned ministers who came to Massachusetts churc h in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman,lawyer, and official of the Crown before he journeyed to Boston. There men wrote andpublished extensively, reaching both New Worl d and Old World audiences, and giving NewEngland an atmosphere of intelle ctual earnestness.We should not forget , however, that most New Englanders were less well edu cated. While fewcrafts men or farmers, let alone dependents and servants, lef t literary compositions to beanalyzed, The in thinking often had a traditiona l superstitions quality. A tailor named JohnDane, who emigrated in the late 1630s, left an account of his reasons for leaving England thatis filled with sign s. sexual confusion, economic frustrations , and religious hope-all nametoget her in a decisive moment when he opened the Bible, told his father the first l ine he sawwould settle his fate, and read the magical words:―come out from among them, touch nounclean thing , and I will be your God and you shall be my people.‖ One wonders what Danethought of the careful s ermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane's, as one clergymanlearned in confronting folk along the coast who mocked that th ey had not come to the Newworld for religion .―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England________ ___.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________ .[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Qu estions (41-45),choose the most suitable one from the list A-G to fit into eac h of the numbered blank. Thereare two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWERSHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed b y British naturalistCharles Darwin in the 1860s, British social philosopher Her bert Spencer put forward his owntheory of biological and cultural evolution. Spencer argued that all worldly phenomena,including human societies, chang ed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of c ultural evolution inthe late 1800s. Morgan, along with Tylor, was one of the f ounders of modern anthropology. Inhis work, he attempted to show how all a spects of culture changed together in the evolution ofsocieties.42.________ _____.In the early 1900s in North America, German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism. Historical particularism,which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique historyand not as one of many cultures belonging to a broader evolu tionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in Americananthropology, largely through the influence of many students of Boas. But a number ofanthropologists in the early 1900s also rejected the pa rticularist theory of culture in favor ofdiffusionism. Some attributed virtually e very important cultural achievement to the inventionsof a few, especially gif ted peoples that, according to diffusionists, then spread to othercultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture thatwould greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the r elationship between the function of society andculture—known as functionali sm—became a major theme in European, and especially British,anthropology .[A] Other anthropologists believed that cultural innovations, such as invention s, had a singleorigin and passed from society to society. This theory was kno wn as diffusionism.[B] In order to study particular cultures as completely as possible, Boas bec ame skilled in linguistics, the study of languages, and in physical anthropolog y, the study of human biologyand anatomy.[C] He argued that human evolution was characterized by a struggle he calle d the ―survival ofthe fittest,‖ in which weaker races and societies must even tually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peopl e's social structure, such as initiation ceremonies that formally signify childre n's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of fam ilies, forms ofmarriage, categories of kinship, ownership of property, form s of government, technology,and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts that w ork together tokeep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry i ncorrectlysuggested, on the basis of inadequate information, that farming, p ottery making, andmetallurgy all originated in ancient Egypt and diffused thr oughout the world. In fact, all of thesecultural developments occurred separat ely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments i nto Chinese. Yourtranslation should be written carefully on ANSWER SHEET 2.(10 points)There is a marked difference between the education which every one gets fro m living withothers, and the deliberate educating of the young. In the forme r case the education is incidental; it is natural and important, but it is not the express reason of the association.46Itmay be said that the measure of the worth of any social institution is its effect in enlargingand improving experi ence; but this effect is not a part of its original motive. Religiousassociation s began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites an d secure familyperpetuity; systematic labor, for the most part, because of e nslavement to others, etc.47Onlygradually was the by-product of the institution noted, and only more gradually still was thiseffect considered as a directive factor in the conduct o f the institution. Even today, in ourindustrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of t he forms of human association under which the world's work is carriedon rec eives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediat e human fact,gains in importance.48 While it is easy to ignore in our contact with them the effect of our actsupon their disposition, it is not so easy as in dealing with adults. The need of training is tooevident; the pressure to acc omplish a change in their attitude and habits is too urgent toleave these con sequences wholly out of account.49Since our chief business with them is toenable them to share in a common life we cannot help considering whether or no we are formingthe powers whic h will secure this ability.If humanity has made some headway in realizing t hatthe ultimate value of every institution is its distinctively human effect we may well believe thatthis lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been sofar considering, a more formal kind of education -- that of direct tuition or schooling. Inundeveloped social groups, we find very little fo rmal teaching and training. These groups mainlyrely for instilling needed disp ositions into the young upon the same sort of association whichkeeps the ad ults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some r egions.―White pollution‖is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of t he letter. Use "LiMing" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points1-5 BADBC6-10 ADCBD11-15 DBCDA16-20 CBAAC21-25 ABCAA26-30 ACDAB31-35 DBBAC36-40 BBDAC41-45 CEABG46．It may be said that the measure of the worth of any social institution i s its effect inenlarging and improving experience ,but this effect is not a part of its original motive尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。
09年考研英语真题
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning —a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That’s the question behind thi s new research. I like it. Instead of casting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C]perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unref lecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.Everyone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’r e good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “T here is a kind of false precision beingIIIhawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collecti ons to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B]overlapping database building[C]excessive sample comparison[D]lack of patent evaluation30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingEveryone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.Text 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living. Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job. More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s wo rk.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When o ur ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, hu manity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to subs tantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.V[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and articles, New England’s leaders es tablished the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distincti ve ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.Everyone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unc lean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.VII[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theoryEveryone has his inherent ability which is easily concealed by habits, blurred bytime, and eroded by laziness.of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)IXThere is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46 It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.。
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年考研真题答案
2009年考研真题答案考研真题答案通常包括多个科目，如政治、英语、数学以及专业课等。
由于考研真题答案内容繁多，下面我将提供一个模拟的2009年考研英语真题答案的示例，供参考：2009年考研英语真题答案Part I Use of English1-5: ABCDA6-10: BDCCB11-15: DCBCA16-20: AADCBPart II Reading ComprehensionSection A21-25: DBCAB26-30: CADCASection B31-35: DBADCSection C36-40: CEABFPart III English Writing (Writing A Letter)Dear Sir or Madam,I am writing to express my sincere gratitude for the assistance you provided during my recent visit to your city. Your guidance and support were instrumental in making my trip both productive and enjoyable.Firstly, I would like to thank you for your warm welcome and the detailed introduction to the local culture and customs, which greatly enriched my understanding of your city. Secondly, your assistance in arranging the meetings with the local business community was invaluable, as it facilitated the establishment of potential business partnerships.I am looking forward to the opportunity to reciprocate your kindness when you visit my city in the future. Once again, thank you for making my stay in your city such a memorable experience.Yours sincerely,[Your Name]Part IV Translation[由于翻译部分需要根据具体文本进行，此处省略具体翻译内容，考生应根据所给的英文原文进行翻译。