2009年全国硕士研究生入学考试英语试题及答案

海天考研

　　Section I Use of English
　　Directions:
　　Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
　　Research on animal intelligence always makes 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] Imagine
　　2. [A] tended [B] feared [C] happened [D] threatened
　　3. [A] thinner [B] stabler [C] lighter [D] dimmer
　　4. [A] tendency [B] advantage [C] inclination [D] priority
　　5. [A] insists on [B] sums up [C] turns out [D] puts forward
　　6. [A] off [B] behind [C] over [D] along
　　7. [A] incredible [B] spontaneous [C]inevitable [D] gradual
　　8. [A] fight [B] doubt [C] stop [D] think
　　9. [A] invisible [B] limited [C] indefinite [D] different
　　10. [A] upward [B] forward [C] afterward [D] backward
　　11. [A] features [B] influences [C] results [D] costs
　　12. [A] outside [B] on [C] by [D] across
　　13. [A] deliver [B] carry [C] perform [D] apply
　　14. [A] by chance [B] in contrast [C] as usual [D] for instance
　　15. [A] if [B] unless [C] as [D] lest
　　16. [A] moderate [B] overcome [C] determine [D] reach
　　17. [A] at [B] for [C] after [D] with
　　18. [A] Above all [B] After all [C] However [D] Otherwise
　　19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile
　　20. [A] By accident [B] In time [C] So far [D] Better still

            
            

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　　Section II Reading Comprehension
　　Part A
　　Directions:
　　Read the following four texts. Answer the questions below each text  by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40  points)
　　Text1
　　Habits are a funny thing. We reach for them mindlessly, setting our  brains on auto-pilot and relaxing into the unconscious comfort of  familiar routine. “Not choice, but habit rules the unreflecting herd,”  William Wordsworth said in the 19th century. In the ever-changing 21st  century, even the word “habit” carries a negative connotation.
　　So it seems antithetical to talk about habits in the same context  as creativity and innovation. But brain researchers have discovered that  when we consciously develop new habits, we create parallel synaptic  paths, and even entirely new brain cells, that can jump our trains of  thought onto new, innovative tracks.
　　But don’t bother trying to kill off old habits; once those ruts of  procedure are worn into the hippocampus, they’re there to stay. Instead,  the new habits we deliberately ingrain into ourselves create parallel  pathways that can bypass those old roads.
　　“The first thing needed for innovation is a fascination with  wonder,” says Dawna Markova, author of “The Open Mind” and an executive  change consultant for Professional Thinking Partners. “But we are taught  instead to ‘decide,’ just as our president calls himself ‘the Decider.’  ” She adds, however, that “to decide is to kill off all possibilities  but one. A good innovational thinker is always exploring the many other  possibilities.”
　　All of us work through problems in ways of which we’re unaware, she  says. Researchers in the late 1960 covered that humans are born with  the capacity to approach challenges in four primary ways: analytically,  procedurally, relationally (or collaboratively) and innovatively. At  puberty, however, the brain shuts down half of that capacity, preserving  only those modes of thought that have seemed most valuable during the  first decade or so of life.
　　The current emphasis on standardized testing highlights analysis  and procedure, meaning that few of us inherently use our innovative and  collaborative modes of thought. “This breaks the major rule in the  American belief system — that anyone can do anything,” explains M. J.  Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s  business partner. “That’s a lie that we have perpetuated, and it fosters  commonness. Knowing what you’re good at and doing even more of it  creates excellence.” This is where developing new habits comes in.
　　21. The view of Wordsworth habit is claimed by being
　　A. 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. connections
　　24. 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 minds

            
            

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　　Text 2
　　It is a wise father that knows his own child, but today a man can  boost his paternal (fatherly) wisdom – or at least confirm that he’s the  kid’s dad. All he needs to do is shell 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 households
　　27. PTK is used to __________.
　　[A]locate one’s birth place
　　[B]promote genetic research
　　[C] identify parent-child kinship
　　[D] choose children for adoption
　　28. Skeptical observers believe that ancestry testing fails to__________.
　　[A]trace distant ancestors
　　[B] rebuild reliable bloodlines
　　[C] fully use genetic information
　　[D] achieve the claimed accuracy
　　29. In the last paragraph ,a problem commercial genetic testing faces is __________.
　　[A]disorganized data collection
　　[B] overlapping database building
　　30. 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 testing

            
            

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　　Text 3
　　The 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 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 organize
　　34. The author quotes the example of our ancestors to show that education emerged __________.
　　[A] when people had enough time
　　[B] prior to better ways of finding food
　　[C] when people on longer went 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 changes
            
            

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　　Text 4
　　The 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.
　　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 innovations
　　38. The early ministers and political leaders in Massachusetts Bay__________.
　　[A] were famous in the New World for their writings
　　[B] gained increasing importance in religious affairs
　　[C] abandoned high positions before coming to the New World
　　[D] created a new intellectual atmosphere in New England
　　39. The story of John Dane shows that less well-educated New Englanders were often __________.
　　[A] influenced by superstitions
　　[B] troubled with religious beliefs
　　[C] puzzled by church sermons
　　[D] frustrated with family earnings
　　40. The text suggests that early settlers in New England__________.
　　[A] were mostly engaged in political activities
　　[B] were motivated by an illusory prospect
　　[C] came from different backgrounds.
　　[D] left few formal records for later reference

            
            

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　　Part B
　　Directions :
　　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.

            
            

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　　Part C
　　Directions:
　　Read the following text carefully and then translate the underlined  segments into Chinese. Your translation should be written carefully on  ANSWER SHEET 2. (10 points)
　　There is a marked difference between the education which every one  gets from living with others, and the deliberate educating of the young.  In the former case the education is incidental; it is natural and  important, but it is not the express reason of the association.46 It may  be said that the measure of the worth of any social institution is its  effect in enlarging and improving experience; but this effect is not a  part of its original motive. Religious associations began, for example,  in the desire to secure the favor of overruling powers and to ward off  evil influences; family life in the desire to gratify appetites and  secure family perpetuity; systematic labor, for the most part, because  of enslavement to others, etc. 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.

            
            

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　　Section Ⅲ Writing
　　Part A
　　51. Directions:
　　Restrictions on the use of plastic bags have not been so successful  in some regions. “ White pollution ” is still going on. Write a letter  to the editor(s) of your local newspaper to
　　1) give your opinions briefly and
　　2) make two or three suggestions
　　You 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 B
　　52. Directions:
　　In your essay, you should
　　1) describe the drawing briefly,
　　2) explain its intended meaning, and then
　　3) give your comments.

　　You should write neatly on ANSHWER SHEET 2. (20 points)
　　Section I Use of English
　　1 — 5 BADBC 6 — 10 ADCBD
　　11 — 15 DBCDA 16 — 20 CBAAC
　　Section II Reading Comprehension
　　Part A
　　21—25 CDA AA 26—30 ACDAB
　　31—35 DBBAC 36—40 BBDAC
　　Part B
　　41—45 CEABG
　　Part C
　　46. 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。
　　47. 一种制度的副产品，只是逐步被注意到的，而这种效果被视为实施这种制度的一个指导性因素更加缓慢得多。
　　48. 在和他们接触的时候，虽然容易忽略我们的行动对他们的倾向的影响，但是也不像与成年人打交道那么简单。
　　49. 既然我们的主要任务在于使年轻人参与共同生活，我们禁不住考虑我们是否在形成获得这种能力的力量。
　　50. 因此，我们可以在上面所考虑的广阔的教育过程之内区别出一种比较正规的教育，即直接的教导或学校教育。
　　Section Ⅲ Writing
　　Part A
　　51. 应用文参考范文
　　Dear editor ，
　　I am writing this letter to advise you of the pressing situation we  are facing now. As we know, being accustomed to using plastic bag in  our daily life, some of us still take the “white pollution” for granted.  Plastic bag has become the indispensible part of our life, and the  “white pollution” now is a ubiquitous phenomenon, which greatly worsens  our environment.
　　To save the situation from further aggravating, I would like to  suggest that: firstly, our government should make a set of laws to  punish the groups and individuals who are still polluting the  environment; secondly, new technologies should be used to produce  degradable and renewable materials; thirdly, the local media can make  full use of its own influence to intensify the publicity in order to  enhance people’s awareness of environment.
　　I hope that my suggestions are helpful, thank you for your attention!
　　Sincerely yours ，
　　Li Ming
　　Part B
　　52. 短文写作参考范文
　　In the drawing, what first appears in front of us is a huge spider  web, on which innumerable people are attached, like the catch of the  owner of the web. What is more ironic is they are imprisoned in  respective cabins, choosing contacting on line rather than communicating  face to face.
　　There is no doubt that the Internet provides us with considerable  convenience. However, it drives too many individuals to be addicted to  the fictional experience, and hence forget the traditional and most  efficient communication method. Indifference has become a not uncommon  phenomenon in the modern world. The following reasons may be contribute  to the phenomenon. To begin with, people in mounting numbers, who are  vividly called netters, indulge in on-line activities, because science  and technology develops too fast for people to adapt to it. The  Internet, in particular, moving forward with an unimaginable speed,  provides people with a convenient tool of getting in touch with others,  which lacks weighing its correctness. Moreover, the fierce competition  also plays a role of forcing people to fear the situation, which results  in people’s habit of wallowing in the unreal world.
　　Hence, it is the high time that we highlighted the imperative of  face-to-face communication between people. The joint efforts of the  specialists, the netters and the educators are needed to cultivate the  whole society with the essentiality. Only in this way can we expect a  healthy development of the relationship among individuals.