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2009 年考研英语
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快乐英语
2009 年 2 月 24 日
2009 年全国硕士研究生入学统一考试
英语
试题
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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
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快乐英语
2009 年考研英语
10. [A] upward [B] forward [C] afterward [D] backward
11. [A] features [B] influences [C] results [D] costs
12. [A] outside [B] on [C] by [D] across
13. [A] deliver [B] carry [C] perform [D] apply
14. [A] by chance [B] in contrast [C] as usual [D] for instance
15. [A] if [B] unless [C] as [D] lest
16. [A] moderate [B] overcome [C] determine [D] reach
17. [A] at [B] for [C] after [D] with
18. [A] Above all [B] After all [C] However [D] Otherwise
19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile
20. [A] By accident [B] In time [C] So far [D] Better still
Section II Reading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your
answers on ANSWER SHEET 1. (40 points)
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
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快乐英语
2009 年考研英语
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
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
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快乐英语
2009 年考研英语
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
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.
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快乐英语
2009 年考研英语
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
Text 4
The most thoroughly studied in the history of the new world are the ministers and political
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2009 年考研英语
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
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[B] troubled with religious beliefs
[C] puzzled by church sermons
[D] frustrated with family earnings
40. The text suggests that early settlers in New England__________.
[A] were mostly engaged in political activities
[B] were motivated by an illusory prospect
[C] came from different backgrounds.
[D] left few formal records for later reference
Part B
Directions:
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 tow