2009年考研英語(yǔ)真題和答案

1、跨?？佳腥梯o導(dǎo)專2009年考研英語(yǔ)真題和答案w.kuakao .com冢2009年考研英語(yǔ)真題和答案Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humansare. 1 the fr

2、uit- fly experiments described in Carl Zimmer s piece in the Science Times on Tuesday. Fruit flies whowere 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,

3、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 speciesare able to learn, and one of the things they' ve apparently learned iswhen to 8 .Is there an adaptive value to 9

4、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 l eft 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

5、.Research on animal intelligence also makes me wonder what experiments animals would 13 on humansif 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,

6、 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

7、 C Observe D Imagine2. A tended B feared C happened D threatened3. A thinner B stabler C lighter D dimmer跨校考研全程輔導(dǎo)專w.kuakao7段寺救者www Jtuakac-com豕4. 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 spont

8、aneous Cinevitable 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

9、 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 Read

10、ing ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text bychoosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1 Habits are a funny thing. Wereach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscio

11、us comfort of familiarroutine. “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 cre

12、ativity and innovation. But brain researchers have discovered that whenwe consciously develop newhabits, 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 th

13、ose 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 thingneeded for innovation is a fascination with wonder,”says Dawna Markova, author of“

14、The Open Mind" and an executive changeconsultant for Professional Thinking Partners.“ But we are taughtinstead to (decide, ' just as our president calls himself'theDecider. ' " She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thin

15、ker 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 colla

16、boratively) 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

17、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 W川.” and Ms. Markova' s business partner. "That' s a lie that w

18、e 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. casual B. familiar C. mechanical D. changeable.跨校考研全程輔導(dǎo)專7段去救者www Jtu

19、akac-com豕22. The researchers have discovered that the formation of habit can beA. predicted B. regulated C. traced D. guided23. “ ruts "(in line one, paragraph 3) has closest meaning toA. tracks B. series C. characteristics D. connections24. Ms. Markova ' s comments suggest that the practic

20、e 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. decisi

21、veness 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 ki

22、t (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

23、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 support

24、s businesses that offer to search for a family ' s geographic roots .跨?？佳?全程 輔導(dǎo)專家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

25、is a kind of false precisionbeing 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 si

26、ngle lineage, either the Y chromosome inherited through men in a father' s line ormitochondrial 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 gr

27、eat-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 somecompanies don' t rely on data collected systematically but rather lum

28、p 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 companyuses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.I

29、n paragraphs 1 and 2 , the text s hows PTK s.Aeasy availabilityBflexibility in pricingC successful promotionD popularity with households27. PTK is used to.Alocate one ' s birth placeBpromote genetic researchC identify parent-child kinshipD choose children for adoption7族寺牧畜www Jtuakac-com豕28. Ske

30、ptical observers believe that ancestry testing fails to.Atrace distant ancestorsB rebuild reliable bloodlinesC fully use genetic informationD achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is.Adisorganized data collectionB overlapping database build

31、ing30. An appropriate title for the text is most likely to be.AFors and Againsts of DNA testingB DNA testing and It ' s problemsCDNA testing outside the labD lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by ec

32、onomists 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 i

33、n 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 ca

34、n 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 w

35、as derided as poorly educated and跨?？佳?全程 輔導(dǎo)專家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 HondaNissan, and Toyota achieved about 95 percent of the produc

36、tivity 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 producti

37、vity standards despite the complexity of the building industry' s work.Whatis 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 

38、9; 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, hu

39、manity ' s productivity potential, they couldin 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 esc

40、ape their poverty traps without political changes that maybe 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,

41、 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 doubtsB has fallen victim of biasC is conventional downgradedD has been over

42、estimated32. It is stated in paragraph 1 that construction of a neweducation system跨校考研全程輔導(dǎo)專www Jtuakac-com 豕Achallenges economists and politiciansBtakes efforts of generationsC demands priority from the governmentD requires sufficient labor force33.A major difference between the Japanese and U.S wo

43、rkforces is that .A the Japanese workforce is better disciplinedB the Japanese workforce is more productiveCthe U.S workforce has a better educationD 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 timeB pri

44、or to better ways of finding foodC when people on longer went hungD as a result of pressure on government35. According to the last paragraph , development of education .A results directly from competitive environmentsB does not depend on economic performanceC follows improved productivityD cannot af

45、ford 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 intellectua

46、l7段去救者www Jtuakac-com豕pursuits “ According to manybooks and articles, NewEngland' 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 Purita

47、ns ' 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 Newworld circumstances. The

48、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 cameto Massachus

49、etts 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 menwrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmospher

50、e 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

51、John Dane, whoemigrated 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 nametogether in a decisive moment when he opened the Bible, told his father the first line he saw would settle his

52、 fate, and read the magical words: "comeout from amongthem, touch no unclean thing , and I will be your God and you shall be my people. " Onewonders what Dane thoug ht of the careful sermons explaining the Bible that he heard in puritan churched.Meanwhile , manysettles had slighter religio

53、us commitments than Dang s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to t he New world for religion .“Our main endwas to catch fish. ”36. The author notes that in the seventeenth-century New England.A Puritan tradition dominated political life.7段

54、參救者www Jtuakac-com豕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

55、culture of the Old WorldC paid little attention to southern intellectual lifeD were obsessed with religious innovations38. The early ministers and political leaders in MassachusettsBay.A were famous in the New World for their writingsB gained increasing importance in religious affairsC abandoned hig

56、h positions before coming to the New WorldD 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 superstitionsB troubled with religious beliefsC puzzled by church sermonsD frustrated with family earning

57、s40. The text suggests that early settlers in New England.A were mostly engaged in political activitiesB were motivated by an illusory prospectC came from different backgrounds.www Jtuakac-com 豕D left few formal records for later referencePart BDirections:Directions: In the following text, somesente

58、nces 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 ANSWERHEETI. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British