大家版词典级22年考研英语真题及答案(1986-2007).doc

目录使用说明（必读）7使用说明（必读）12007年全国硕士研究生入学统一考试英语试题1Section I Use of English1Section II Reading Comprehension4Part A4Part B11Part C12Section III Writing13Part A13Part B142007年考研英语真题答案152006年全国硕士研究生入学统一考试英语试题17Section I Use of English17Section II Reading Comprehension20Part A20Part B27Part C29Section III Writing29Part A30Part B302006年考研英语真题答案312005年全国硕士研究生入学统一考试英语试题33Section I Use of English33Section II Reading Comprehension36Part A36Part B43Part C44Section III Writing45Part A45Part B462005年考研英语真题答案472004年全国硕士研究生入学统一考试英语试题49Section I Listening Comprehension49Part A49Part B49Part C50Section II Use of English52Section III Reading Comprehension55Part A55Part B62Section IV Writing632004年考研英语真题答案652003年全国硕士研究生入学统一考试英语试题67Section I Listening Comprehension67Part A67Part B67Part C68Section II Use of English70Section III Reading Comprehension73Part A73Part B80Section IV Writing812003年考研英语真题答案832002年全国硕士研究生入学统一考试英语试题85Section I Listening Comprehension85Part A85Part B86Part C86Section II Use of English89Section III Reading Comprehension92Part A92Part B99Section IV Writing1002002年考研英语真题答案1022001年全国硕士研究生入学统一考试英语试题104Section I Structure and Vocabulary104Part A104Part B106Section II Cloze Test110Section III Reading Comprehension113Section IV English-Chinese Translation121Section V Writing1222001年考研英语真题答案1232000年全国硕士研究生入学统一考试英语试题125Section I Structure and Vocabulary125Part A125Part B127Part C128Section II Cloze Test133Section III Reading Comprehension134Section IV English-Chinese Translation142Section V Writing1422000年考研英语真题答案1441999年全国硕士研究生入学统一考试英语试题146Section I Structure and Vocabulary146Part A146Part B148Part C149Section II Cloze Test153Section III Reading Comprehension155Section IV English-Chinese Translation162Section V Writing1631999年考研英语真题答案1651998年全国硕士研究生入学统一考试英语试题167Section I Structure and Vocabulary167Part A167Part B169Part C170Section II Cloze Test174Section III Reading Comprehension176Section IV English-Chinese Translation184Section V Writing1851998年考研英语真题答案1861997年全国硕士研究生入学统一考试英语试题188Section I Structure and Vocabulary188Part A188Part B190Part C191Section II Cloze Test195Section III Reading Comprehension197Section IV English-Chinese Translation204Section V Writing2051997年考研英语真题答案2071996年全国硕士研究生入学统一考试英语试题209Section I Structure and Vocabulary209Part A209Part B211Part C212Section II Close Test216Section III Reading Comprehension218Section IV English-Chinese Translation225Section V Writing2261996年考研英语真题答案2271995年全国硕士研究生入学统一考试英语试题229Section I Structure and Vocabulary229Part A229Part B231Part C232Section II Close Test236Section III Reading Comprehension238Section IV English-Chinese Translation245Section V Writing2461995年考研英语真题答案2471994年全国硕士研究生入学统一考试英语试题249Section I Structure and Vocabulary249Part A249Part B251Part C252Section II Cloze Test256Section III Reading Comprehension257Section IV English-Chinese Translation264Section V Writing2651994年考研英语真题答案2661993年全国硕士研究生入学统一考试英语试题268Section I Structure and Vocabulary268Section II Reading Comprehension273Section III Close Test278Section IV Error-detection and Correction281Section V English-Chinese Translation282Section VI Writing2831993年考研英语真题答案2841992年全国硕士研究生入学统一考试英语试题286Section I Structure and Vocabulary286Section II Reading Comprehension291Section III Close Test296Section IV Error-detection and Correction298Section V English-Chinese Translation299Section VI Writing3001992年考研英语真题答案3021991年全国硕士研究生入学统一考试英语试题304Section I Structure and Vocabulary304Section II Reading Comprehension309Section III Close Test314Section IV Error-detection and Correction316Section V English-Chinese Translation318Section VI Writing3181991年考研英语真题答案3201990年全国硕士研究生入学统一考试英语试题322Section I Structure and Vocabulary322Section II Reading Comprehension324Section III Close Test328Section IV Error-detection and Correction330Section V Verb Forms331Section VI Chinese-English Translation332Section VII English-Chinese Translation3331990年考研英语真题答案3351989年全国硕士研究生入学统一考试英语试题337Section I Structure and Vocabulary337Section II Reading Comprehension339Section III Close Test344Section IV Error-detection and Correction346Section V Verb Forms347Section VI Chinese-English348Section VII English-Chinese Translation3481989年考研英语真题答案3501988年全国硕士研究生入学统一考试英语试题352Section I Structure and Vocabulary352Section II Reading Comprehension354Section III Close Test359Section IV Error-detection and Correction361Section V Verb Forms362Section VI Chinese-English Translation363Section VII English-Chinese Translation3631988年考研英语真题答案3651987年全国硕士研究生入学统一考试英语试题367Section I Structure and Vocabulary367Section II Reading Comprehension369Section III Structure and Vocabulary373Section IV Close Test375Section V Verb Forms377Section VI Error-detection and Correction378Section VII Chinese-English Translation380Section VIII English-Chinese Translation3801987年考研英语真题答案3821986年全国硕士研究生入学统一考试英语试题384Section I Structure and Vocabulary384Section II Close Test386Section III Reading Comprehension388Section IV Structure and Vocabulary391Section V Error-detection and Correction393Section VI Verb Forms394Section VII Chinese-English Translation395Section VIII English-Chinese Translation3961986年考研英语真题答案397使用说明（必读）3使用说明（必读）爱你需要理由么？1.本文件包括19862007年全国硕士研究生入学统一考试英语试题及答案。所谓逆序版是指题目的排列从由近及远，是相对以前发布的86在前，07在后的版本而言的，两个版本没有其他区别。是我花费时间无数，反复逐字审校、多方考证、众多大家网友共同参与指正制作而成。这是一份凝结着无数人无限心血的、以当今世界一流技术精心打造的、美仑美奂至不可思议的、不论内容还是形式均堪称一流的、正确率接近词典级的文档！她囊括22年真题，可谓工程浩大，功在当代，利及千秋；她美观准确，引领中国互联网走向精致时代；她似一位貌若天仙的美女，又宛如晶莹剔透的翡翠；她整齐得如同仪仗队的步伐，又纯粹得几乎没有一丝瑕疵！本文档由大家学习网出品、首发。2.各题答案均隐藏在(C)选项后，显示的方法是鼠标左键单击“常用”工具栏“显示/隐藏编辑标记”按钮。再次单击又被隐藏。见下图：如果WORD是英文版的，看这个：如果按“显示/隐藏编辑标记”按钮无法隐藏答案，请按下列步骤操作：工具选项视图格式标记点“隐藏文字”复选框让它变成“隐藏文字”（也就是清除“隐藏文字”复选框）确定。3.做题时请切换至“普通”视图，因为显示答案时页面变化小；在做完形填空或阅读理解时，可以通过拖动WORD中的拆分条按钮，将窗口分为上下两个部分，便于相互对照。这不仅给你带来效率和方便，也给你增添了很多做题的乐趣！关于本文档更多的使用技巧，请参考专帖“word使用技巧”。如仍有任何技术问题，欢迎跟帖或发新帖询问。另外，关于阅读理解题目涉及的行号(line)问题，本文档的行号与原试卷基本一致，但可能最多有一至二行的出入。4.试题及答案均经无数遍仔细校对，是无比准确的电子版本（正确率基本接近词典级）。但错误肯定还有，请各位不吝指正（请来大家论坛本文档发布帖跟帖指正）。为了感谢大家的指正，为了打造真正词典级文档，为了大幅度提高中国人民尤其是中国考生的生活品质（窃以为，词典级真题文本是考研复习资料中最最重要的“基础设施”），本人筹措专款数千元用于奖励（应该是绰绰有余了），基本的奖励标准是：一个标点符号2元，一个单词3元，一个句子5元，错误、遗漏、多余等都算，每处错误当然只能奖励一次，当然奖给最先指正者。纠错必须在本文档发布帖跟帖指出（不是没有诚意，因为你发在别处我未必能看见啊，而且还有一个指正的先后顺序问题）。具体奖励办法请看专帖：错误标准和奖励办法。对于核实的错误，会立即改正，立即更新本文档，真正实现“有错知错，知错就改”的理想！5.本文档的意义，不仅在于方便广大考生备考，也在于方便广大教师、专家编著考研真题复习资料。对于考生，在电脑上学习英语的效率肯定会比书面上高（当然也可以打印成书面的来用），查单词，查资料非常方便，学习变成了一种享受！而且，对于做错的题目，或者尚有疑惑的题目，可以来本站很方便地提出，大家网已将每题一个帖子发好，你连题目都不用发，直接根据全部单题链接总目录（或者在考研英语区用6位数标准题号搜索，如2006年第5题的标准题号就是200605，1990年第18题就是199018）找到相应的题目，跟帖提问便是（请不要发新帖）！对于教师、专家，因为本文档的正确率是当前中国任何一本类似出版物所无法比拟的（本人审校时进行了艰苦卓绝、极其严格的考证！），广大作者、专家基本不再需要花费时间来进行题目本身的录入、校对，可以把更多的时间和精力用于原创写作中去，创作出更好的、质量更高的、更适合广大考生的作品！把有限的时间投入到更有意义的事情上面！6.本文档任何人均可以免费使用，任何网站均可以发布。所以本文档不设密，且以原汁WORD文档奉献。但本文档版权归大家网所有，任何网站发布此文档时，不得将本文档用于商业用途，不得破坏本作品的完整性，不得清除本文档中大家学习网和作者标识，必须在明显位置清楚注明转自大家学习网，否则，自行承担一切法律后果！7.最新增加2007年真题，题目本身经过认真校对，基本是原试题的克隆！答案已根据2008年大纲更正。本网站在官方答案公布前给出的阅读题答案与官方答案完全一致！这是不是所有网站中唯一全对的参考答案？8.祝大家轻松考出满意高分（简称“满分”，呵呵）！祝你成功！阁明俊2007年9月29日2007年全国硕士研究生入学统一考试英语试题132007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)By 1830, the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million _1_ of these nations looked _2_ to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence _3_ the ideas of representative government, careers _4_ to talent, freedom of commerce and trade, the _5_ to private property, and a belief in the individual as the basis of society. _6_ there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a _7_ set of laws.On the issue of _8_ of religion and the position of the church, _9_, there was less agreement _10_ the leadership. Roman Catholicism had been the state religion and the only one _11_ by the Spanish crown. _12_ most leaders sought to maintain Catholicism _13_ the official religion of the new states, some sought to end the _14_ of other faiths. The defense of the Church became a rallying _15_ for the conservative forces.The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had _16_ in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spains _17_ colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much _18_ because the new nations still needed the revenue such policies _19_. Egalitarian sentiments were often tempered by fears that the mass of the population was _20_ self-rule and democracy.1.A nativesB inhabitantsC people（B）D individuals2.A confusedlyB cheerfullyC worriedly（D）D hopefully3.A sharedB forgotC attained（A）D rejected4.A relatedB closeC open（C）D devoted5.A accessB successionC right（C）D return6.A PresumablyB IncidentallyC Obviously（D）D Generally7.A uniqueB commonC particular（B）D typical8.A freedomB originC impact（A）D reform9.A thereforeB howeverC indeed（B）D moreover10.A withB aboutC among（C）D by11.A allowedB preachedC granted（A）D funded12.A SinceB IfC Unless（D）D While13.A asB forC under（A）D against14.A spreadB interferenceC exclusion（C）D influence15.A supportB cryC plea（B）D wish16.A urgedB intendedC expected（D）D promised17.A controllingB formerC remaining（C）D original18.A slowerB fasterC easier（A）D tougher19.A createdB producedC contributed（B）D preferred20.A puzzled byB hostile toC pessimistic about（D）D unprepared forSection 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 1If you were to examine the birth certificates of every soccer player in 2006s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the late months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be ever more pronounced.What might account for this strange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winter born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d) none of the above.Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in “none of the above.” Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. “With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,” Ericsson recalls. “He kept improving, and after about 200 hours of training he had risen to over 80 numbers.”This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice entails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.Ericsson and his colleagues have thus taken to studying expert performers in a wide range of pursuits, including soccer. They gather all the data they can, not just performance statistics and biographical details but also the results of their own laboratory experiments with high achievers. Their work makes a rather startling assertion: the trait we commonly call talent is highly overrated. Or, put another way, expert performers whether in memory or surgery, ballet or computer programming are nearly always made, not born.21.The birthday phenomenon found among soccer players is mentioned toA stress the importance of professional training.B spotlight the soccer superstars in the World Cup.C introduce the topic of what makes expert performance.（C）D explain why some soccer teams play better than others.22.The word “mania” (Line 4, Paragraph 2) most probably meansA fun.B craze.C hysteria.（B）D excitement.23.According to Ericsson, good memoryA depends on meaningful processing of information.B results from intuitive rather than cognitive exercises.C is determined by genetic rather than psychological factors.（A）D requires immediate feedback and a high degree of concentration.24.Ericsson and his colleagues believe thatA talent is a dominating factor for professional success.B biographical data provide the key to excellent performance.C the role of talent tends to be overlooked.（D）D high achievers owe their success mostly to nurture.25.Which of the following proverbs is closest to the message the text tries to convey?A “Faith will move mountains.”B “One reaps what one sows.”C “Practice makes perfect.”（C）D “Like father, like son.”Text 2For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228 the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as, Whats the difference between love and fondness? Or what is the nature of luck and coincidence? Its not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.Clearly, intelligence encompasses more than a score on a test. Just what does it mean to be smart? How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and childrens version). Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savants are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article “How Intelligent Is Intelligence Testing?”, Sternberg notes that traditional test best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ test do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership that is, it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether its knowing when to guess or what questions to skip.26.Which of the following may be required in an intelligence test?A Answering philosophical questions.B Folding or cutting paper into different shapes.C Telling the difference between certain concepts.（D）D Choosing words or graphs similar to the given ones.27.What can be inferred about intelligence testing from Paragraph 3?A People no longer use IQ scores as an indicator of intelligence.B More versions of IQ tests are now available on the Internet.C The test contents and formats for ad