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2009年全国硕士研究生入学统一考试

英语试题

SectionIUseofEnglish

Directions:

Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDonANSWER

SHEET1.(10points)

Researchonanimalintelligencealwaysmakesmewonderjusthowsmarthumansare.1_thefruit-fly

experimentsdescribedinCarlZimmer'spieceintheScienceTimesonTuesday.Fruitflieswhoweretaughttobe

smarterthantheaveragefruitfly2_toliveshorterlives.Thissuggeststhat3_bulbsburnlonger,thatthereis

an4innotbeingtooterrificallybright.

Intelligence,it5___outzisahigh-pricedoption.Ittakesmoreupkeep,burnsmorefuelandisslow6the

startinglinebecauseitdependsonlearning——agradual7——insteadofinstinct.Plentyofotherspeciesare

abletolearn,andoneofthethingsthey/veapparentlylearnediswhento8_.

Isthereanadaptivevalueto9intelligence?That'sthequestionbehindthisnewresearch.Ilikeit.Instead

ofcastingawistfulglance10atallthespecieswe'veleftinthedustLQ.-wise,itimplicitlyaskswhatthereal

11ofourownintelligencemightbe.Thisis12themindofeveryanimalI'veevermet.

Researchonanimalintelligencealsomakesmewonderwhatexperimentsanimalswould13onhumansif

theyhadthechance.Everycatwithanowner,14,isrunningasmall-scalestudyinoperantconditioning,we

believethat15animalsranthelabs,theywouldtestusto16thelimitsofourpatience,ourfaithfulness,our

memoryforterrain.Theywouldtrytodecidewhatintelligenceinhumansisreally17,notmerelyhowmuchof

itthereis.18,theywouldhopetostudya19question:Arehumansactuallyawareoftheworldtheylive

in?20_theresultsareinconclusive.

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]insistson[B]sumsup[C]turnsout[D]putsforward

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

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]bychance[B]incontrast[C]asusual[D]forinstance

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]Aboveall[B]Afterall[C]However[D]Otherwise

19.[A]fundamental[B]comprehensive[C]equivalent[D]hostile

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

SectionIIReadingComprehension

PartA

Directions:

Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.Markyour

answersonANSWERSHEET1.(40points)

Textl

Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintothe

unconsciouscomfortoffamiliarroutine.Z/Notchoice,buthabitrulestheunreflectingherd/WilliamWordsworth

saidinthe19thcentury.Intheever-changing21stcentury,eventheword“habit“carriesanegativeconnotation.

Soitseemsantitheticaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrain

researchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelsynapticpaths,

andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.

Butdon'tbothertryingtokilloffoldhabits;oncethoserutsofprocedurearewornintothehippocampus,

they'retheretostay.Instead,thenewhabitswedeliberatelyingrainintoourselvescreateparallelpathwaysthat

canbypassthoseoldroads.

“Thefirstthingneededforinnovationisafascinationwithwonder;"saysDawnaMarkova,authorof”The

OpenMind"andanexecutivechangeconsultantforProfessionalThinkingPartners."Butwearetaughtinsteadto

'decide/justasourpresidentcallshimself"theDecider/"Sheadds,however,that“todecideistokilloffall

possibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities/

Allofusworkthroughproblemsinwaysofwhichwe'reunaware,shesays.Researchersinthelate1960

coveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:analytically,

procedurally,relationally(orcollaboratively)andinnovatively.Atpuberty,however;thebrainshutsdownhalfof

thatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeor

sooflife.

Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,meaningthatfewofus

inherentlyuseourinnovativeandcollaborativemodesofthought./zThisbreaksthemajorruleintheAmerican

beliefsystem—thatanyonecandoanything/explainsM.J.Ryan,authorofthe2006book"ThisYearIWill...”

andMs.Markova'sbusinesspartner."'That'saliethatwehaveperpetuated,anditfosterscommonness.Knowing

whatyou'regoodatanddoingevenmoreofitcreatesexcellence/Thisiswheredevelopingnewhabitscomes

in.

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'scommentssuggestthatthepracticeofstandardtesting?

A,preventsnewhabitsformbeingformed

B,nolongeremphasizescommonness

C,maintainstheinherentAmericanthinkingmodel

D,complieswiththeAmericanbeliefsystem

25.Ryanmostprobablyagreethat

A.ideasarebornofarelaxingmind

B.innovativenesscouldbetaught

C.decisivenessderivesfromfantasticideas

D.curiosityactivatescreativeminds

Text2

Itisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdom-orat

leastconfirmthathe'sthekid'sdad.Allheneedstodoisshellour$30forpaternitytestingkit(PTK)athislocal

drugstore-andanother$120togettheresults.

Morethan60,000peoplehavepurchasedthePTKssincetheyfirstbecomeavailablewithoutprescriptions

lastyears,accordingtoDougFog,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.

MorethantwodozencompaniessellDNAtestsDirectlytothepublic,ranginginpricefromafewhundred

dollarstomorethan$2500.

Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheir

biologicalrelativesandlatestrageamanypassionategenealogists-andsupportsbusinessesthatoffertosearch

forafamily'sgeographicroots.

Mosttestsrequirecollectingcellsbywebbingsalivainthemouthandsendingittothecompanyfortesting.

AlltestsrequireapotentialcandidatewithwhomtocompareDNA.

Butsomeobserversareskeptical,Z/Thereisakindoffalseprecisionbeinghawkedbypeopleclaimingthey

aredoingancestrytesting/saysTreyDuster;aNewYorkUniversitysociologist.Henotesthateachindividualhas

manyancestors-numberinginthehundredsjustafewcenturiesback.Yetmostancestrytestingonlyconsidersa

singlelineage,eithertheYchromosomeinheritedthroughmeninafather'slineormitochondrialDNA,whicha

passeddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,even

though,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsor,four

generationsback,14othergreat-great-grandparents.

Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhicha

sampleiscompared.Databasesusedbysomecompaniesdon'trelyondatacollectedsystematicallybutrather

lumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemaydiffer

dependingonthecompanythatprocessestheresults.Inaddition,thecomputerprogramsacompanyusesto

estimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideevaluation.

26.Inparagraphs1and2,thetextshowsPTK's.

[A]easyavailability

[B]flexibilityinpricing

[C]successfulpromotion

[D]popularitywithhouseholds

27.PTKisusedto.

[Allocateone'sbirthplace

[BJpromotegeneticresearch

[C]identifyparent-childkinship

[D]choosechildrenforadoption

28.Skepticalobserversbelievethatancestrytestingfailsto.

[A]tracedistantancestors

[B]rebuildreliablebloodlines

[C]fullyusegeneticinformation

[D]achievetheclaimedaccuracy

29.Inthelastparagraph,aproblemcommercialgenetictestingfacesis.

[A]disorganizeddatacollection

[B]overlappingdatabasebuilding

30.Anappropriatetitleforthetextismostlikelytobe.

[AJForsandAgainstsofDNAtesting

[B]DNAtestingandIt'sproblems

ICJDNAtestingoutsidethelab

[D]liesbehindDNAtesting

Text3

Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodby

economistsandpoliticiansalikeprogressinbothareaisundoubtedlynecessaryforthesocial,politicaland

intellectualdevelopmentoftheseandallothersocieties;however;theconventionalviewthateducationshould

beoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.We

arefortunatethatisit,becauseneweducationalsystemsthereandputtingenoughpeoplethroughthemto

improveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitution

haveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicalhigher

productivityand,asaresult,radicallyhigherstandardsofliving.

Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,withthecountryentering

arecessingandJapanatitspre-bubblepeak.TheU.S.workforcewasderidedaspoorlyeducatedandoneof

primarycauseofthepoorU.S.economicperformance.Japanwas,andremains,thegloballeaderin

automotive-assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHondaNissan,andToyota

achievedabout95percentoftheproductivityoftheirJapanesecounterepantsaresultofthetrainingthatU.S.

workersreceivedonthejob.

Morerecently,whileexaminghousingconstruction,theresearchersdiscoveredthatilliterate,non-English-

speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespite

thecomplexityofthebuildingindustry'swork.

Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehavetosuspectthat

continuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdon'tforceit.

Afterall,that'showeducationgotstarted.Whenourancestorswerehuntersandgatherers10,000yearsago,

theydidn'thavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetits

foodinamoreproductivewaywastheretimeforotherthings.

Aseducationimproved,humanity'sproductivitypotential,theycouldinturnaffordmoreeducation.This

increasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplex

politicalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescape

theirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackof

formaleducation,however,doesn'tconstraintheabilityofthedevelopingworld'sworkforcetosubstantially

improveproductivityfortheforestedfuture.Onthecontrary,constraintsonimprovingproductivityexplainwhy

educationisn'tdevelopingmorequicklytherethanitis.

31.Theauthorholdsinparagraph1thattheimportantofeducationinpoorcountries.

[AJissubjectgroundlessdoubts

[B]hasfallenvictimofbias

[CJisconventionaldowngraded

[D]hasbeenoverestimated

32.Itisstatedinparagraph1thatconstructionofaneweducationsystem.

[A]challengeseconomistsandpoliticians

[BJtakeseffortsofgenerations

[C]demandspriorityfromthegovernment

[D]requiressufficientlaborforce

33.AmajordifferencebetweentheJapaneseandU.Sworkforcesisthat.

[A]theJapaneseworkforceisbetterdisciplined

[B]theJapaneseworkforceismoreproductive

[CJtheU.Sworkforcehasabettereducation

[D]]theU.Sworkforceismoreorganize

34.Theauthorquotestheexampleofourancestorstoshowthateducationemerged.

[A]whenpeoplehadenoughtime

[B]priortobetterwaysoffindingfood

[C]whenpeopleonlongerwenthung

[D]asaresultofpressureongovernment

35.Accordingtothelastparagraph,developmentofeducation.

[A]resultsdirectlyfromcompetitiveenvironments

[B]doesnotdependoneconomicperformance

[C]followsimprovedproductivity

[D]cannotaffordpoliticalchanges

Text4

Themostthoroughlystudiedinthehistoryofthenewworldaretheministersandpoliticalleadersof

seventeenth-centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy,nowhereelsein

colonialAmericawas“Somuchimportantattachedtointellectualpursuits“Accordingtomanybooksand

articles,NewEngland'sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominant

PuritantraditioninAmericanintellectuallife.

TotakethisapproachtotheNewEnglandersnormallymeantostartwiththePuritans/theological

innovationsandtheirdistinctiveideasaboutthechurch-importantsubjectsthatwemaynotneglect.Butin

keepingwithourexaminationofsouthernintellectuallife,wemayconsidertheoriginalPuritansascarriersof

EuropeancultureadjustingtoNewworldcircumstances.TheNewEnglandcolonieswerethescenesofimportant

episodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.

TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.

'BesidestheninetyorsolearnedministerswhocametoMassachusettschurchinthedecadeafter1629,There

werepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehe

journeyedtoBoston.Theremenwroteandpublishedextensively,reachingbothNewWorldandOldWorld

audiences,andgivingNewEnglandanatmosphereofintellectualearnestness.

Weshouldnotforget,however,thatmostNewEnglanderswerelesswelleducated.Whilefewcraftsmen

orfarmers,letalonedependentsandservants,leftliterarycompositionstobeanalyzed,Theinthinkingoften

hadatraditionalsuperstitionsquality.AtailornamedJohnDane,whoemigratedinthelate1630s,leftan

accountofhisreasonsforleavingEnglandthatisfilledwithsigns,sexualconfusion,economicfrustrations,and

religioushope-allnametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthefirstlinehe

sawwouldsettlehisfate,andreadthemagicalwords:z/comeoutfromamongthem,touchnouncleanthing,

andIwillbeyourGodandyoushallbemypeople/OnewonderswhatDanethoughtofthecarefulsermons

explainingtheBiblethatheheardinpuritanchurched.

Meanwhile,manysettleshadslighterreligiouscommitmentsthanDane's,asoneclergymanlearnedin

confrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewworldforreligion."Ourmain

endwastocatchfish.”

36.Theauthornotesthatintheseventeenth-centuryNewEngland.

[A]Puritantraditiondominatedpoliticallife.

[B]intellectualinterestswereencouraged.

[C]Politicsbenefitedmuchfromintellectualendeavors.

[D]intellectualpursuitsenjoyedaliberalenvironment.

37.Itissuggestedinparagraph2thatNewEnglanders.

[A]experiencedacomparativelypeacefulearlyhistory.

[B]broughtwiththemthecultureoftheOldWorld

[C]paidlittleattentiontosouthernintellectuallife

[D]wereobsessedwithreligiousinnovations

38.TheearlyministersandpoliticalleadersinMassachusettsBay.

[A]werefamousintheNewWorldfortheirwritings

[B]gainedincreasingimportanceinreligiousaffairs

[C]abandonedhighpositionsbeforecomingtotheNewWorld

[D]createdanewintellectualatmosphereinNewEngland

39.ThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswereoften.

[A]influencedbysuperstitions

[B]troubledwithreligiousbeliefs

[Clpuzzledbychurchsermons

[D]frustratedwithfamilyearnings

40.ThetextsuggeststhatearlysettlersinNewEngland.

[A]weremostlyengagedinpoliticalactivities

[B]weremotivatedbyanillusoryprospect

[C]camefromdifferentbackgrounds.

[D]leftfewformalrecordsforlaterreference

PartB

Directions:

Directions:Inthefollowingtext,somesentenceshavebeenremoved.ForQuestions(41-45),choosethemost

suitableonefromthelistA-Gtofitintoeachofthenumberedblank.Therearetwoextrachoices,whichdonot

fitinanyofthegaps.MarkyouranswersonANSWERSHEET1.(10points)

CoincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedbyBritishnaturalistCharlesDarwin

inthe1860s,BritishsocialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicalandcultural

evolution.Spencerarguedthatallworldlyphenomena,includinghumansocieties,changedovertime,advancing

towardperfection.41..

AmericansocialscientistLewisHenryMorganintroducedanothertheoryofculturalevolutioninthelate1800s.

Morgan,alongwithTylor,wasoneofthefoundersofmodernanthropology.Inhiswork,heattemptedtoshow

howallaspectsofculturechangedtogetherintheevolutionofsocieties.42..

Intheearly1900sinNorthAmerica,German-bornAmericananthropologistFranzBoasdevelopedanewtheory

ofcultureknownashistoricalparticularism.Historicalparticularism,whichemphasizedtheuniquenessofall

cultures,gavenewdirectiontoanthropology.43..

Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofauniquehistoryandnotasoneof

manyculturesbelongingtoabroaderevolutionarystageortypeofculture.44..

HistoricalparticularismbecameadominantapproachtothestudyofcultureinAmericananthropology,largely

throughtheinfluenceofmanystudentsofBoas.Butanumberofanthropologistsintheearly1900salso

rejectedtheparticularisttheoryofcultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportant

culturalachievementtotheinventionsofafew,especiallygiftedpeoplesthat,accordingtodiffusionists,then

spreadtoothercultures.45..

Alsointheearly1900s,FrenchsociologistEmileDurkheimdevelopedatheoryofculturethatwouldgreatly

influenceanthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforcesocialsolidarity.An

interestintherelationshipbetweenthefunctionofsocietyandculture-knownasfunctionalism-becamea

majorthemeinEuropean,andespeciallyBritish,anthropology.

[A]Otheranthropologistsbelievedthatculturalinnovations,suchasinventions,hadasingleoriginandpassed

fromsocietytosociety.Thistheorywasknownasdiffusionism.

[B]Inordertostudyparticularculturesascompletelyaspossible,Boasbecameskilledinlinguistics,thestudyof

languages,andinphysicalanthropology,thestudyofhumanbiologyandanatomy.

[C]Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe"/survivalofthefittest/'in

whichweakerracesandsocietiesmusteventuallybereplacedbystronger,moreadvancedracesandsocieties.

[D]Theyalsofocusedonimportantritualsthatappearedtopreserveapeople'ssocialstructure,suchas

initiationceremoniesthatformallysignifychildren'sentranceintoadulthood.

[E]Thus,inhisview,diverseaspectsofculture,suchasthestructureoffamilies,formsofmarriage,categoriesof

kinship,ownershipofproperty,formsofgovernment,technology,andsystemsoffoodproduction,allchanged

associetiesevolved.

[F]Supportersofthetheoryviewedasacollectionofintegratedpartsthatworktogethertokeepasociety

functioning.

[G]Forexample,BritishanthropologistsGraftonElliotSmithandW.J.Perryincorrectlysuggested,onthebasis

ofinadequateinformation,thatfarming,potterymaking,andmetallurgyalloriginatedinancientEgyptand

diffusedthroughouttheworld.Infact,alloftheseculturaldevelopmentsoccurredseparatelyatdifferenttimes

inmanypartsoftheworld.

PartC

Directions:

ReadthefollowingtextcarefullyandthentranslatetheunderlinedsegmentsintoChinese.Yourtranslation

shouldbewrittencarefullyonANSWERSHEET2.(10points)

Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothers,andthe

deliberateeducatingoftheyoung.Intheformercasetheeducationisincidental;itisnaturalandimportant,butit

isnottheexpressreasonoftheassociation.46IImaybesaidihalShemeasureofIheworthofanysocialisstilution

isitseffectinenlargingandimprovingexperience;butthiseffectisnotapartofitsoriginalmotive.Religious

associationsbegan,forexample,inthedesiretosecurethefavorofoverrulingpowersandtowardoffevil

influences;