2021年考研英语真题及解析

1、20XX年考研英语真题及解析20XX年全国硕士研究生招生考试英语（一）试题 Section I Use of English Directions: Red the following text. Choose the best word(s) for ech numbered blnk nd mrk , B, C or D on NSWER SHEET 1. (10 points) Reserch on niml intelligence lwys mkes us wonder just how smrt humns re. 1 the fruit-fly experiments descr

2、ibed by Crl Zimmer in the Science Times. Fruit flies who were tught to be smrter thn the verge fruit fly 2 to live shorter lives. This suggests tht 3 bulbs burn longer, tht there is (n) 4 in not being too bright. Intelligence, it 5 , is high-priced option. It tkes more upkeep, burns more fuel nd is

3、slow 6 the strting line becuse it depends on lerning (n) 7 process insted of instinct. Plenty of other species re ble to lern, nd one of the things they?ve pprently lerned is when to 8 . Is there n dptive vlue to9 intelligence? Tht?s the question behind this new reserch. Insted of csting wistful gln

4、ce 10 t ll the species we?ve left in the dust I.Q.-wise, it implicitly sks wht the rel 11 of our own intelligence might be. This is 12 the mind of every niml we?ve ever met. Reserch on niml intelligence lso mkes us wonder wht experiments nimls would 13 on humns if they hd the chnce. Every ct with n

5、owner, 14 , is running smll-scle study in opernt conditioning. We believe tht 15 nimls rn the lbs, they would test us to 16 the limits of our ptience, our fithfulness, our memory for loctions. They would try to decide wht intelligence in humns is relly 17 , not merely how much of it there is. 18 , t

6、hey would hope to study (n) 19 question: re humns ctully wre of the world they live in? 20 the results re inconclusive. 1. Suppose B Consider C Observe D Imgine 2. tended B fered C hppened D thretened 3. thinner B stbler C lighter D dimmer 4. tendency B dvntge C inclintion D priority 5. insists on B

7、 sums up C turns out D puts forwrd 6. off B behind C over D long 7. incredible B spontneous C inevitble D grdul 8. fight B doubt C stop D think 9. invisible B limited C indefinite D different 10. upwrd B forwrd C fterwrd D bckwrd 11. fetures B influences C results D costs 12. outside B on C by D cro

8、ss 13. deliver B crry C perform D pply 14. by chnce B in contrst C s usul D for instnce 15. if B unless C s D lest 16. moderte B overcome C determine D rech 17. t B for C fter D with 18. bove ll B fter ll C However D Otherwise 19. fundmentl B comprehensive C equivlent D hostile 20. By ccident B In t

9、ime C So fr D Better still Section II Reding Comprehension Prt Directions: Red the following four texts. nswer the questions below ech text by choosing , B, C or D. Mrk your nswers on NSWER SHEET 1. (40 points) Text 1 Hbits re funny thing. We rech for them mindlessly, setting our brins on uto-pilot

10、nd relxing into the unconscious comfort of fmili r routine. “Not choice, but hbit rules the unreflecting herd,” Willim Wordsworth sid in the 19th century. In the ever-chnging 21st century, even the word “hbit” crries negtive connottion. So it seems prdoxicl to tlk bout hbits in the sme contexts cret

11、ivity nd innovtion. But brin reserchers hve discovered tht when we consciously develop new hbits, we crete prllel pths, nd even entirely new brin cells, tht cn jump our trins of thought onto new, innovtive trcks. Rther thn dismissing ourselves s unchngeble cretures of hbit, we cn insted direct our o

12、wn chnge by consciously developing new hbits. In fct, the more new things we try the more we step outside our comfort zone the more inherently cretive we become, both in the workplce nd in our personl lives. But don?t bother trying to kill off old hbits; once those ruts of procedure re worn into the

13、 brin, they?re there to sty. Insted, the new hbits we delibertely press into ourselves crete prllel pthwys tht cn bypss those old rods. “The first thing needed for innovtion is fscintion with wonder,” sys Dwn Mrkov, uthor of The Open Mind. “But we re tught insted to decide,? just s our president cll

14、s himself the Decider.? ” She dds, h owever, tht “to decide is to kill off ll possibilities but one. good innovtionl thinker is lwys exploring the mny other possibilities.” ll of us work through problems in wys of which we?re unwre, she sys. Reserchers in the lte 1960 discovered tht humns re born wi

15、th the cpcity to pproch chllenges in four primry wys: nlyticlly, procedurlly, reltionlly (or collbortively) nd innovtively. t the end of dolescence, however, the brin shuts down hlf of tht cpcity, preserving only those modes of thought tht hve seemed most vluble during the first decde or so of life.

16、 The current emphsis on stndrdized testing highlights nlysis nd procedure, mening tht few of us inherently use our innovtive nd collbortive modes of thought. “This breks the mjor rule in the mericn belief system tht nyone cn do nything,” explins M. J. Ryn, uthor of the 20XX book This Yer I Will.nd M

17、s. Mrkov?s business prtner. “Tht?s lie tht we hve perpetuted, nd it foste rs commonness. Knowing wht you?re good t nd doing even more of it cretes excellence.” This is where developing new hbits comes in. 21. In Wordsworths view, “hbits” is chrcterized by being . csul B fmilir C mechnicl D chngeble.

18、 22. Brin reserchers hve discovered tht the formtion of hbit cn be . predicted B regulted C trced D guided 23. “ruts”(Line 1, Prgrph 4) is closest in mening to . trcks B series C chrcteristics D connections 24. Dwn Mrkov would most probbly gree tht . ides re born of relxing mind B innovtiveness coul

19、d be tught C decisiveness derives from fntstic ides D curiosity ctivtes cretive minds 25. Ryns comments suggest tht the prctice of stndrdized t esting prevents new hbits from being formed B no longer emphsizes commonness C mintins the inherent mericn thinking model D complies with the mericn belief

20、system Text 2 It is wise fther tht knows his own child, but tody mn cn boost his pternl (ftherly) wisdom or t lest confirm tht he?s the kid?s dd. ll he needs to do is shell out $30 for pternity testing kit (PTK) t his locl drugstore nd nother $120 to get the results. More thn 60,000 people hve purch

21、sed the PTKs since they first become vilble without prescriptions lst yers, ccording to Doug Fogg, chief operting officer of Identigene, which mkes the over-the-counter kits. More thn two dozen compnies sell DN tests directly to the public, rnging in price from few hundred dollrs to more thn $2500.

22、mong the most populr: pternity nd kinship testing, which dopted children cn use to find their biologicl reltives nd fmilies cn use to trck down kids put up for doption. DN testing is lso the ltest rge mong pssionte genelogists nd supports businesses tht offer to serch for fmily?s geogrphic roots . M

23、ost tests require collecting cells by swbbing sliv in the mouth nd sending it to the compny for testing. ll tests require potentil cndidte with whom to compre DN. But some observers re skepticl. “There is kind of flse precision being hwked by people climing they re doing ncestry testing,” sys Troy D

24、uster, New York University sociologist. He notes tht ech individul hs mny ncestors numbering in the hundreds just few centuries bck. Yet most ncestry testing only considers single linege, either the Y chromosome inherited through men in fther?s line or mitochondril DN, which is pssed down only from

25、mothers. This DN cn revel genetic informtion bout only one or two ncestors, even though, for exmple, just three genertions bck people lso hve six other gret-grndprents or, four genertions bck, 14 other gret-gret-grndprents. Critics lso rgue tht commercil genetic testing is only s good s the referenc

26、e collections to which smple is compred. Dtbses used by some compnies don?t rely on dt collected systemticlly but rther lump together informtion from different reserch projects. This mens tht DN dtbse my hve lot of dt from some regions nd not others, so person?s test results my differ depending on t

27、he compny tht processes the results. In ddition, the computer progrms compny uses to estimte reltionships my be ptented nd not subject to peer review or outside evlution. 26. In prgrphs 1 nd 2, the text shows PTKs _. esy vilbility B flexibility in pricing C successful promotion D populrity with hous

28、eholds 27. PTK is used to _. locte one?s birth plce B promote genetic reserch C identify prent-child kinship D choose children for doption 28. Skepticl observers believe tht ncestry testing fils to_. trce distnt ncestors B rebuild relible bloodlines C fully use genetic informtion D chieve the climed

29、 ccurcy 29. In the lst prgrph, problem commercil genetic testing fces is _. disorgnized dt collection B overlpping dtbse building C excessive smple comprison D lck of ptent evlution 30. n pproprite title for the text is most likely to be_. Fors nd ginsts of DN Testing B DN Testing nd Its Problems C

30、DN Testing Outside the Lb D Lies Behind DN Testing Text 3 The reltionship between forml eduction nd economic growth in poor countries is widely misunderstood by economists nd politicins like. Progress in both res is undoubtedly necessry for the socil, politicl, nd intellectul development of these nd

31、 ll other societies; however, the conventionl view tht eduction should be one of the very highest priorities for promoting rpid economic development in poor countries is wrong. We re fortunte tht it is, becuse building new eductionl systems there nd putting enough people through them to improve econ

32、omic performnce would require two or three genertions. The findings of reserch institution hve consistently shown tht workers in ll countries cn be trined on the job to chieve rdiclly higher productivity nd, s result, rdiclly higher stndrds of living. Ironiclly, the first evidence for this ide ppere

33、d in the United Sttes. Not long go, with the country entering recession nd Jpn t its pre-bubble pek, the U.S. workforce ws derided s poorly educted nd one of primry cuses of the poor U.S. economic performnce. Jpn ws, nd remins, the globl leder in utomotive-ssembly productivity. Yet the reserch revel

34、ed tht the U.S. fctories of Hond, Nissn, nd Toyot chieved bout 95 percent of the productivity of their Jpnese counterprts result of the trining tht U.S. workers received on the job. More recently, while exming housing construction, the reserchers discovered tht illiterte, non-English-speking Mexicn

35、workers in Houston, Texs, consistently met best-prctice lbor productivity stndrds despite the complexity of the building industry?s work. Wht is the rel reltionship between eduction nd economic development? We hve to suspect tht continuing economi c growth promotes the development of eduction even w

36、hen governments don?t force it. fter ll, tht?s how eduction got strted. When our ncestors were hunters nd gtherers 10,000 yers go, they didn?t hve time to wonder much bout nything besides fi nding food. Only when humnity begn to get its food in more productive wy ws there time for other things. s ed

37、uction improved, humnity?s productivity potentil incresed s well. When the competitive environment pushed our ncestors to chieve tht potentil, they could in turn fford more eduction. This incresingly high level of eduction is probbly necessry, but not sufficient, condition for the complex politicl s

38、ystems required by dvnced economic performnce. Thus poor countries might not be ble to escpe their poverty trps without politicl chnges tht my be possible only with broder forml eduction. lck of forml eduction, however, doesn?t constrin the bility of the developing world?s workforce to substntilly i

39、mprove productivity for the foreseeble future. On the contrry, constrints on improving productivity explin why eduction isn?t developing more quickly there thn it is. 31. The uthor holds in prgrph 1 tht the importnce of eduction in poor countries _. is subject to groundless doubts B hs fllen victim

40、of bis C is conventionlly downgrded D hs been overestimted 32. It is stted in prgrph 1 tht the construction of new eduction system _. chllenges economists nd politicins B tkes efforts of genertions C demnds priority from the government D requires sufficient lbor force 33. mjor difference between the

41、 Jpnese nd U.S workforces is tht _. the Jpnese workforce is better disciplined B the Jpnese workforce is more productive C the U.S workforce hs better eduction D the U.S workforce is more orgnize 34. The uthor quotes the exmple of our ncestors to show tht eduction emerged _. when people hd enough ti

42、me B prior to better wys of finding food C when people on longer went hungry D s result of pressure on government 35. ccording to the lst prgrph, development of eduction _. results directly from competitive environments B does not depend on economic performnce C follows improved productivity D cnnot

43、 fford politicl chnges Text 4 The most thoroughly studied intellectuls in the history of the new world re the ministers nd politicl leders of seventeenth-century New Englnd. ccording to the stndrd history of mericn philosophy, nowhere else in colonil meric ws “so much importnce ttched to intellectul

44、 pursuits.” ccording to mny books nd rticles, New Englnd?s leders estblished the bsic themes nd preoccuptions of n unfolding, dominnt Puritn trdition in mericn intellectul life. To tke this pproch to the New Englnders normlly mens to strt with the Puritns? theologicl innovtions nd their distinctive

45、ides bout the church-importnt subjects tht we my not neglect. But in keeping with our exmintion of southern intellectul life, we my consider the originl Puritns s crriers of Europen culture, djusting to New World circumstnces. The New Englnd colonies were the scenes of importnt episodes in the pursu

46、it of widely understood idels of civility nd virtuosity. The erly settlers of Msschusetts By included men of impressive eduction nd influence in Englnd. Besides the ninety or so lerned ministers who cme to Msschusetts churches in the decde fter 1629, there were politicl leders like John Winthrop, n

47、educted gentlemn, lwyer, nd officil of the Crown before he journeyed to Boston. These men wrote nd published extensively, reching both New World nd Old World udiences, nd giving New Englnd n tmosphere of intellectul ernestness. We should not forget, however, tht most New Englnders were less well edu

48、cted. While few crfts men or frmers, let lone dependents nd servnts, left literry compositions to be nlyzed, their thinking often hd trditionl superstitious qulity. tilor nmed John Dne, who emigrted in the lte 1630s, left n ccount of his resons for leving Englnd tht is filled with signs. Sexul confu

49、sion, economic frustrtions, nd religious hope-ll nme together in decisive moment when he opened the Bible, told his fther tht the first line he sw would settle his fte, nd red the mgicl words: “Come out from mong them, touch no unclen thing, nd I will be your God nd you shll be my people.” One won d

50、ers wht Dne thought of the creful sermons explining the Bible tht he herd in Puritn churches. Menwhile, mny settles hd slighter religious commitments thn Dne?s, s one clergymn lerned in confronting folk long the cost who mocked tht they hd not come to the New World for religion. “Our min end ws to c

51、tch fish.” 36. The uthor notes tht in the seventeenth-century New Englnd_. Puritn trdition dominted politicl life B intellectul interests were encourged C Politics benefited much from intellectul endevors D intellectul pursuits enjoyed liberl environment 37. It is suggested in prgrph 2 tht New Engln

52、ders_. experienced comprtively peceful erly history B brought with them the culture of the Old World C pid little ttention to southern intellectul life D were obsessed with religious innovtions 38. The erly ministers nd politicl leders in Msschusetts By_. were fmous in the New World for their writin

53、gs B gined incresing importnce in religious ffirs C bndoned high positions before coming to the New World D creted new intellectul tmosphere in New Englnd 39. The story of John Dne shows tht less well-educted New Englnders were often _. influenced by superstitions B troubled with religious beliefs C

54、 puzzled by church sermons D frustrted with fmily ernings 40. The text suggests tht erly settlers in New Englnd_. were mostly engged in politicl ctivities B were motivted by n illusory prospect C cme from different intellectul bckgrounds D left few forml records for lter reference Prt B Directions:

55、In the following text, some segments hve been removed. For Questions 41-45, choose the most suitble one from the list -G to fit into ech of the numbered blnks. There re two extr choices, which do not fit in ny of the blnks.Mrk your nswers on NSWER SHEET 1. (10 points) Coinciding with the groundbreki

56、ng theory of biologicl evolution proposed by British nturlist Chrles Drwin in the 1860s, British socil philosopher Herbert Spencer put forwrd his own theory of biologicl nd culturl evolution. Spencer rgued tht ll worldly phenomen, including humn societies, chnged over time, dvncing towrd perfection.

57、 41) _. mericn socil scientist Lewis Henry Morgn introduced nother theory of culturl evolution in the lte 1800s. Morgn helped found modern nthropologythe scientific study of humn societies, customs nd beliefsthus becoming one of the erliest nthropologists. In his work, he ttempted to show how ll spe

58、cts of culture chnged together in the evolution of societies.42) _. In the erly 1900s in North meric, Germn-born mericn nthropologist Frnz Bosdeveloped new theory of culture known s historicl prticulrism. Historicl prticulrism, which emphsized the uniqueness of ll cultures, gve new direction to nthr

59、opology. 43) _ . Bos felt tht the culture of ny society must be understood s the result of unique history nd not s one of mny cultures belonging to broder evolutionry stge or type of culture. 44) _. Historicl prticulrism becme dominnt pproch to the study of culture in mericn nthropology, lrgely thro

60、ugh the influence of mny students of Bos. But number of nthropologists in the erly 1900s lso rejected the prticulrist theory of culture in fvor of diffusionism. Some ttributed virtully every importnt culturl chievement to the inventions of few, especilly gifted peoples tht, ccording to diffusionists