考研英语真题测试卷（含答案）

考研英语真题测试卷

SectionIUseofEnglish

Directions:

Readtheft)Uowingtext.Choosethebestword⑶aeachnumberedblankandmarkA,

B,CorDcmANSWERSHEETL(10points)

Researchonanimalintelligencealwaysmakesmewonderjusthowsmarthumansare.

1thefruit-flyexperimentsdescribedinCarlZimmer'spieceintheScienceTimes

onTuesday.Fruitflieswhoweretaughttobesmarterthantheaveragefruitfly2to

liveshorterlives.Thissuggeststhat3bulbsbumlonger,thatthereisan4in

notbeingtooterrificallybright.

Intelligence,it5out,isahigh-pricedoption.Ittakesmoreupkeep,burnsmore

fuelandisslow6thestartinglinebecauseitdependsonlearning-agradual7

-insteadofinstinct.Plentyofotherspeciesareabletolearn,andoneofthethings

they'veapparentlylearnediswhento8.

Isthereanadaptivevalueto9intelligence?That'sthequestionbehindthisnew

research.Ilikeit.Insteadofcastingawistfulglance10atallthespecieswe'veleft

inthedustI.Q.-wise,itimplicitlyaskswhatthereal11ofourownintelligence

mightbe.Thisis12themindofeveryanimalI'veevermet.

Researchonanimalintelligencealsomakesmewonderwhatexperimentsanimals

would13onhumansiftheyhadthechance.Everycatwithanowner,14,is

runningasmall-scalestudyinoperantconditioning,webelievethat15animalsran

thelabs,theywouldtestusto16thelimitsofourpatience,ourfaithfulness,our

memoryforterrain.Theywouldtrytodecidewhatintelligenceinhumansisreally17,

notmerelyhowmuchofitthereis.18,theywouldhopetostudya19question:

Arehumansactuallyawareoftheworldtheylivein?20theresultsareinconclusive.

1.[A]Suppose[B]Consider[C]Observe[D]Imagine

2.[A]tended[B]feared[C]happened[D]threatened

3.fA]thinner[B]stabler[C]lighter[D]dimmer

4.[A]tendency[B]advantage[C]inclination[D]priority

5.[A]insistsonfB]sumsup[C]turnsoutfD]putsforward

6.[A]off[B]behind[C]over[D]along

7.[A]incredible[B]spontaneous[C]inevitablefD]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]carryperform[D]apply

14.[A]bychance[B]incontrast[C]asusual[D]forinstance

15.[Alif[B]unless[C]as[D]lest

16.[A]moderate[B]overcome[C]determine[D]reach

17.[AlatfB]for[C]after[D]with

18.[A]Aboveall[B]Afterall[C]However[D]Otherwise

19.[A]fundamentalfB]comprehensive[C]equivalent[D]

hostile

20.[A]Byaccident[B]Intime[C]Sofar[D]Betterstill

SectionIIReadingComprehension

PartA

Directions:

Readthefollowingfourtexts.A/swerthequestionsbeloweachtextbychoosingA,B,

CorD.Markyoura〃sweryonANSWERSHEET1.(40points)

Textl

Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilot

andrelaxingintotheunconsciouscomfortoffamiliarroutine."Notchoice,buthabit

rulestheunreflectingherd,“WilliamWordsworthsaidinthe19thcentury.Intheever­

changing21stcentury,eventheword"habit“carriesanegativeconnotation.

Soitseemsantitheticaltotalkabouthabitsinthesamecontextascreativityand

innovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelop

newhabits,wecreateparallelsynapticpaths,andevenentirelynewbraincells,thatcan

jumpourtrainsofthoughtontonew,innovativetracks.

Butdon'tbothertryingtokilloffoldhabits;oncethoserutsofprocedureareworninto

thehippocampus,they'retheretostay.Instead,thenewhabitswedeliberatelyingrain

intoourselvescreateparallelpathwaysthatcanbypassthoseoldroads.

“Thefirstthingneededforinnovationisafascinationwithwonder,saysDawna

Markova,authorof“TheOpenMind“andanexecutivechangeconsultantfor

ProfessionalThinkingPartners."Butwearetaughtinsteadto'decide/justasour

presidentcallshimself"theDecider.999Sheadds,however,that“todecideistokilloff

allpossibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyother

possibilities.^^

Allofusworkthroughproblemsinwaysofwhichwe'reunaware,shesays.

Researchersinthelate1960coveredthathumansarebornwiththecapacitytoapproach

challengesinfourprimaryways:analytically,procedurally,relationally(or

collaboratively)andinnovatively.Atpuberty,however,thebrainshutsdownhalfof

thatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluable

duringthefirstdecadeorsooflife.

Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,

meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesof

thought,"ThisbreaksthemajorruleintheAmericanbeliefsystem-thatanyonecan

doanything,,9explainsM.J.Ryan,authorofthe2006book“ThisYearIWilL..^^and

Ms.Markova9sbusinesspartner."That'saliethatwehaveperpetuated,anditfosters

commonness.Knowingwhatyou9regoodatanddoingevenmoreofitcreates

excellence.^^Thisiswheredevelopingnewhabitscomesin.

21.TheviewofWordsworthhabitisclaimedbybeing

A.casualB.familiarC.mechanicalD.changeable.

22.Theresearchershavediscoveredthattheformationofhabitcanbe

A.predictedB.regulatedC.tracedD.guided

23.“ruts”(inlineone,paragraph3)hasclosestmeaningto

A.tracksB.seriesC.characteristicsD.connections

24.Ms.Markova\commentssuggestthatthepracticeofstandardtesting?

A,complieswiththeAmericanbeliefsystem

B,nolongeremphasizescommonness

C,maintainstheinherentAmericanthinkingmodel

D,preventsnewhabitsformbeingformed

25.Ryanmostprobablyagreethat

A.ideasarebomofarelaxingmind

B.innovativenesscouldbetaught

C.decisivenessderivesfromfantasticideas

D.curiosityactivatescreativeminds

Text2

Itisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal

(fatherly)wisdom-oratleastconfirmthathe'sthekid'sdad.Allheneedstodoisshell

our$30forpaternitytestingkit(PTK)athislocaldrugstore-andanother$120toget

theresults.

Morethan60,000peoplehavepurchasedthePTKssincetheyfirstbecomeavailable

withoutprescriptionslastyears,accordingtoDougFog,chiefoperatingofficerof

Identigene,whichmakestheover-the-counterkits.Morethantwodozencompanies

sellDNAtestsDirectlytothepublic,ranginginpricefromafewhundreddollarsto

morethan$2500.

Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencan

usetofindtheirbiologicalrelativesandlatestrageamanypassionategenealogists-and

supportsbusinessesthatoffertosearchforafamily'sgeographicroots.

Mosttestsrequirecollectingcellsbywebbingsalivainthemouthandsendingittothe

companyfortesting.Alltestsrequireapotentialcandidatewithwhomtocompare

DNA.

Butsomeobserversareskeptical,"Thereisakindoffalseprecisionbeinghawked

bypeopleclaimingtheyaredoingancestrytesting/9saysTreyDuster,aNewYork

Universitysociologist.Henotesthateachindividualhasmanyancestors-numberingin

thehundredsjustafewcenturiesback.Yetmostancestrytestingonlyconsidersasingle

lineage,eithertheYchromosomeinheritedthroughmeninafather'slineor

mitochondrialDNA,whichapasseddownonlyfrommothers.ThisDNAcanreveal

geneticinformationaboutonlyoneortwoancestors,eventhough,forexample,just

threegenerationsbackpeoplealsohavesixothergreat-grandparentsor,four

generationsback,14othergreat-great-grandparents.

Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereference

collectionstowhichasampleiscompared.Databasesusedbysomecompaniesdon't

relyondatacollectedsystematicallybutratherlumptogetherinformationfrom

differentresearchprojects.ThismeansthataDNAdatabasemaydifferdependingon

thecompanythatprocessestheresults.Inaddition,thecomputerprogramsacompany

usestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutside

evaluation.

26.1nparagraphs1and2,thetextshowsPTK's.

[A]easyavailability

[B]flexibilityinpricing

[C]successfulpromotion

[D]popularitywithhouseholds

27.PTKisusedto.

[A]locateone'sbirthplace[B]promotegeneticresearch

[C]identifyparent-childkinship[D]choosechildrenforadoption

28.Skepticalobserversbelievethatancestrytestingfailsto.

[A]tracedistantancestors[Blrebuildreliable

bloodlines

[C]fullyusegeneticinformation[D]achievetheclaimed

accuracy

29.Inthelastparagraph,aproblemcommercialgenetictestingfacesis.

[A]disorganizeddatacollection

[B]overlappingdatabasebuilding

30.Anappropriatetitleforthetextismostlikelytobe.

[A]ForsandAgainstsofDNAtesting[B]DNAtestingandIt'sproblems

[C]DNAtestingoutsidethelab[D]liesbehindDNAtesting

Text3

Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountries

iswidelymisunderstoodbyeconomistsandpoliticiansalikeprogressinbothareais

undoubtedlynecessaryfbrthesocial,politicalandintellectualdevelopmentofthese

andallothersocieties;however,theconventionalviewthateducationshouldbeoneof

theveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountries

iswrong.Wearefortunatethatisit,becauseneweducationalsystemsthereandputting

enoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoor

threegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthat

workersinallcountriescanbetrainedonthejobtoachieveradicalhigherproductivity

and,asaresult,radicallyhigherstandardsofliving.

Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,

withthecountryenteringarecessingandJapanatitspre-bubblepeak.TheU.S.

workforcewasderidedaspoorlyeducatedandoneofprimarycauseofthepoorU.S.

economicperformance.Japanwas,andremains,thegloballeaderinautomotive­

assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHondaNissan,

andToyotaachievedabout95percentoftheproductivityoftheirJapanesecountere

pantsaresultofthetrainingthatU.S.workersreceivedonthejob.

Morerecently,whileexaminghousingconstruction,theresearchersdiscoveredthat

illiterate,non-English-speakingMexicanworkersinHouston,Texas,consistentlymet

best-practicelaborproductivitystandardsdespitethecomplexityofthebuilding

industry'swork.

Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehave

tosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducation

evenwhengovernmentsdon'tforceit.Afterall,thafshoweducationgotstarted.When

ourancestorswerehuntersandgatherers10,000yearsago,theydidn'thavetimeto

wondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantoget

itsfoodinamoreproductivewaywastheretimefbrotherthings.

Aseducationimproved,humanity'sproductivitypotential,theycouldinturnafford

moreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary,but

notasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvanced

economicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpoverty

trapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.

Alackofformaleducation,however,doesn'tconstraintheabilityofthedeveloping

world'sworkforcetosubstantiallyimproveproductivityfbrtheforestedfuture.Onthe

contrary,constraintsonimprovingproductivityexplainwhyeducationisn'tdeveloping

morequicklytherethanitis.

31.Theauthorholdsinparagraph1thattheimportantofeducationinpoorcountries

[A]hasbeenoverestimated

[B]hasfallenvictimofbias

[C]isconventionaldowngraded

[D]issubjectgroundlessdoubts

32.Itisstatedinparagraph1thatconstructionofaneweducationsystem

[A]challengeseconomistsandpoliticians

[B]takeseffortsofgenerations

[C]demandspriorityfromthegovernment

[D]requiressufficientlaborforce

33.AmajordifferencebetweentheJapaneseandU.Sworkforcesisthat.

[A]theJapaneseworkforceisbetterdisciplined

[B]theJapaneseworkforceismoreproductive

[C]theU.Sworkforcehasabettereducation

[D]]theU.Sworkforceismoreorganize

34.Theauthorquotestheexampleofourancestorstoshowthateducationemerged

[A]whenpeoplehadenoughtime

[B]priortobetterwaysoffindingfood

[C]whenpeopleonlongerwenthung

[D]asaresultofpressureongovernment

35.Accordingtothelastparagraph,developmentofeducation.

[A]resultsdirectlyfromcompetitiveenvironments

[B]fbllowsimprovedproductivity

[C]doesnotdependoneconomicperformance

[D]cannotaffordpoliticalchanges

Text4

Themostthoroughlystudiedinthehistoryofthenewworldaretheministersand

politicalleadersofseventeenth-centuryNewEngland.Accordingtothestandard

historyofAmericanphilosophy,nowhereelseincolonialAmericawas“Somuch

importantattachedtointellectualpursuitsAccordingtomanybooksandarticles,New

England'sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,

dominantPuritantraditioninAmericanintellectuallife.

TotakethisapproachtotheNewEnglandersnormallymeantostartwiththe

Puritans,theologicalinnovationsandtheirdistinctiveideasaboutthechurch-important

subjectsthatwemaynotneglect.Butinkeepingwithourexaminationofsouthern

intellectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeanculture

adjustingtoNewworldcircumstances.TheNewEnglandcolonieswerethescenesof

importantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.

TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducation

andinfluenceinEngland.yBesidestheninetyorsolearnedministerswhocameto

Massachusettschurchinthedecadeafter1629,TherewerepoliticalleaderslikeJohn

Winthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehe

journeyedtoBoston.Theremenwroteandpublishedextensively,reachingbothNew

WorldandOldWorldaudiences,andgivingNewEnglandanatmosphereofintellectual

earnestness.

Weshouldnotforget,however,thatmostNewEnglanderswerelesswell

educated.Whilefewcraftsmenorfarmers,letalonedependentsandservants,left

literaiycompositionstobeanalyzed,Theinthinkingoftenhadatraditional

superstitionsquality.AtailornamedJohnDane,whoemigratedinthelate1630s,left

anaccountofhisreasonsforleavingEnglandthatisfilledwithsigns,sexualconfusion,

economicfrustrations,andreligioushope-allnametogetherinadecisivemomentwhen

heopenedtheBible,toldhisfatherthefirstlinehesawwouldsettlehisfate,andread

themagicalwords:"comeoutfromamongthem,touchnouncleanthing,andIwillbe

yourGodandyoushallbemypeople."OnewonderswhatDanethoughtofthecareful

sermonsexplainingtheBiblethatheheardinpuritanchurched.

Meanwhile,manysettleshadslighterreligiouscommitmentsthanDane's,as

oneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhad

notcometotheNewworldforreligion."Ourmainendwastocatchfish.”

36.Theauthornotesthatintheseventeenth-centuryNewEngland.

[A]Puritantraditiondominatedpoliticallife.[B]intellectualinterests

wereencouraged.

[C]Politicsbenefitedmuchfromintellectualendeavors.[D]intellectual

pursuitsenjoyedaliberalenvironment.

37.Itissuggestedinparagraph2thatNewEnglanders.

[A]experiencedacomparativelypeacefulearlyhistory.[B]broughtwith

themthecultureoftheOldWorld

[C]paidlittleattentiontosouthernintellectuallife[D]wereobsessed

withreligiousinnovations

38.TheearlyministersandpoliticalleadersinMassachusettsBay.

[A]werefamousintheNewWorldfortheirwritings[B]

gainedincreasingimportanceinreligiousaffairs

[C]abandonedhighpositionsbeforecomingtotheNewWorld[D]createda

newintellectualatmosphereinNewEngland

39.ThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswere

often.

[A]influencedbysuperstitions[B]troubledwithreligiousbeliefs

[C]puzzledbychurchsermons[D]frustratedwithfamilyearnings

40.ThetextsuggeststhatearlysettlersinNewEngland.

[A]weremostlyengagedinpoliticalactivities[B]weremotivatedbyanillusory

prospect

[C]camefromdifferentbackgrounds.[D]leftfewformalrecordsforlater

reference

PartB

Direelions:

Directions:Inthefbllowingtext,somesentenceshavebeenremoved.For

Ouestions(41・45),choosethemostsuitableonefromthelisiA・Gtofitintoeachofthe

numberedblank.Therearenv。extrachoices,whichdonotfitinofthegaps.Mark

pourrnzsweBonANSWERSHEET1.(10poims)

Coincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedby

BritishnaturalistCharlesDarwininthe1860s,BritishsocialphilosopherHerbert

Spencerputforwardhisowntheoryofbiologicalandculturalevolution.Spencer

arguedthatallworldlyphenomena,includinghumansocieties,changedovertime,

advancingtowardperfection.41..

AmericansocialscientistLewisHenryMorganintroducedanothertheoryof

culturalevolutioninthelate1800s.Morgan,alongwithTylor,wasoneofthefounders

ofmodernanthropology.Inhiswork,heattemptedtoshowhowallaspectsofculture

changedtogetherintheevolutionofsocieties.42..

Intheearly1900sinNorthAmerica,German-bornAmericananthropologistFranz

Boasdevelopedanewtheoryofcultureknownashistoricalparticularism.Historical

particularism,whichemphasizedtheuniquenessofallcultures,gavenewdirectionto

anthropology.43..

Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofaunique

historyandnotasoneofmanyculturesbelongingtoabroaderevolutionarystageor

typeofculture.44..

Historicalparticularismbecameadominantapproachtothestudyofculturein

Americananthropology,largelythroughtheinfluenceofmanystudentsofBoas.Buta

numberofanthropologistsintheearly1900salsorejectedtheparticularisttheoryof

cultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportantcultural

achievementtotheinventionsofafew,especiallygiftedpeoplesthat,accordingto

diffusionists,thenspreadtoothercultures.45..

Alsointheearly1900s,FrenchsociologistEmileDurkheimdevelopedatheory

ofculturethatwouldgreatlyinfluenceanthropology.Durkheimproposedthatreligious

beliefsfunctionedtoreinforcesocialsolidarity.Aninterestintherelationshipbetween

thefunctionofsocietyandculture一knownasfunctionalism一becameamajortheme

inEuropean,andespeciallyBritish,anthropology.

fA]Otheranthropologistsbelievedthatculturalinnovations,suchasinventions,

hadasingleoriginandpassedfromsocietytosociety.Thistheorywasknownas

diffusionism.

[B]Inordertostudyparticularculturesascompletelyaspossible,Boasbecame

skilledinlinguistics,thestudyoflanguages,andinphysicalanthropology,thestudyof

humanbiologyandanatomy.

[C]Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe

"survivalofthefittest,*'inwhichweakerracesandsocietiesmusteventuallybereplaced

bystronger,moreadvancedracesandsocieties.

[D]Theyalsofocusedonimportantritualsthatappearedtopreserveapeople's

socialstructure,suchasinitiationceremoniesthatformallysignifychildren'sentrance

intoadulthood.

[E]Thus,inhisview,diverseaspectsofculture,suchasthestructureoffamilies,

formsofmarriage,categoriesofkinship,ownershipofproperty,formsofgovernment,

technology,andsystemsoffoodproduction,allchangedassocietiesevolved.

[F]Supportersofthetheoryviewedasacollectionofintegratedpartsthatwork

togethertokeepasocietyfunctioning.

[G]Forexample,BritishanthropologistsGraftonElliotSmithandW.J.Perry

incorrectlysuggested,onthebasisofinadequateinformation,thatfarming,pottery

making,andmetallurgyalloriginatedinancientEgyptanddiffusedthroughoutthe

world.Infact,alloftheseculturaldevelopmentsoccurredseparatelyatdifferenttimes

inmanypartsoftheworld.

PartC

Directions:

ReadthefollowingtextcarefUllvandthentranslatetheunderlinedsegmentsinto

Chinese.translaticmshouldbewrittencarefullyANSWERSHEET2.(10points)

Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfrom

livingwithothers,andthedeliberateeducatingoftheyoung.Intheformercasethe

educationisincidental;itisnaturalandimportant,butitisnottheexpressreasonofthe

association.(46)Itmaybesaidthatthemeasureoftheworthofanysocialinstitution

isitseffectinenlargingandimprovingexperience;butthiseffectisnotapartofits

originalmotive.Religiousassociationsbegan,fbrexample,inthedesiretosecurethe

favorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesireto

gratifyappetitesandsecurefamilyperpetuity;systematiclabor,forthemostpart,

becauseofenslavementtoothers,etc.(47)Onlygraduallywastheby-productofthe

institutionnoted,andonlymoregraduallystillwasthiseffectconsideredasadirective

factorintheconductoftheinstitution.Eventoday,inourindustriallife,apartfrom

certainvaluesofindustriousnessandthrift,theintellectualandemotionalreactionof

theformsofhumanassociationunderwhichtheworld*sworkiscarriedonreceives

littleattentionascomparedwithphysicaloutput.

Butindealingwiththeyoung,thefactofassociationitselfasanimmediatehuman

fact,gainsinimportance.(48)Whileitiseasytoignoreinourcontactwiththemthe

effectofouractsupontheirdisposition,itisnotsoeasyasindealingwithadults.The

needoftrainingistooevident;thepressuretoaccomplishachangeintheirattitudeand

habitsistoourgenttoleavetheseconsequenceswhollyoutofaccount.(49)Sinceour

chiefbusinesswiththemistoenablethemtoshareinacommonlifewecannothelp

consideringwhetherornoweareformingthepowerswhichwillsecurethisability.If

humanityhasmadesomeheadwayinrealizingthattheultimatevalueofevery

institutionisitsdistinctivelyhumaneffectwemaywellbelievethatthislessonhasbeen

learnedlargelythroughdealingswiththeyoung.

(50)Wearethusledtodistinguish,withinthebroadeducationalprocesswhichwe

havebeensofarconsidering,amoreformalkindofeducation-thatofdirecttuition

orschooling.Inundevelopedsocialgroups,wefindverylittleformalteachingand

training.Thesegroupsmainlyrelyforinstillingneededdispositionsintotheyoung

uponthesamesortofassociationwhichkeepstheadultsloyaltotheirgroup.

SectionIIIWriting

PartA

51.Directions:

Restrictionscmtheuseofplasticbagshavenotbeensosuccessfulinsomeregions.

"Whitepollutionnisstillgoingon.Writealettertotheeditor(s)ofyourlocalnewspaper

to

giveyoveopinionsbrieflyand

makerwoorthreesuggestions

shouldabout100words.Donotsignyourownnameattheendofthe

letter.Use"LiMi/ig"instead.donotneedtowritetheaddress.

PartB

52.Directions:

hiyouressay,yorshould

1)describethedrawingbriefly,

2)explainitsintendedmeaning,andthen

3)giveyovecorrnnems.

shouldwriteneatlyonANSHWERSHEET2.(20points)

网络的-ar与y

2009年考研英语（一）试题答案

SectionI:UseofEnglish(10points)

1.B2.A3.D4.B5.C

6.A7.D8.C9.B10.D

11.D12.B13.C14.D15.A

16.C17.B18.A19.A20.C

SectionII:ReadingComprehension(60points)

P