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1、2009年全国硕士研究生入学统一考试英语试题及答案Section I Use of EnglishRead 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 humans are. 1 the fruit-fly experiments described in Ca
2、rl Zimmers piece in the Science Times on Tuesday. Fruit flies who were 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, is a high-priced option. It takes m
3、ore 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 species are able to learn, and one of the things theyve apparently learned is when to 8 . Is there an adaptive value to 9 intelligence? Thats the question behin
4、d this new research. I like it. Instead of casting a wistful glance 10 at all the species weve left 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 Ive ever met. Research on animal intelligence also makes me wonder what
5、 experiments animals would 13 on humans if 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, our faithfulness, our memory for terrain. They would try
6、 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 C Observe D Imagine2. A tended B feared C happened D th
7、reatened3. A thinner B stabler C lighter D dimmer4. 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 spontaneous Cinevitable D gradual8. A fight B doubt C stop D think9. A invisible B limited C indefi
8、nite 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 C as usual D for instance15. A if B unless C as D lest16. A moderate B overcome C determine D
9、 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 ： Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below
10、each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” Willia
11、m 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 creativity and innovation. But brain researchers have discovered that when we consciously develop new ha
12、bits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But dont bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, theyre there to stay. Instead, the new habits we deli
13、berately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught inste
14、ad to decide, just as our president calls himself the Decider. ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which were unaware, she says. Researc
15、hers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought th
16、at 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 of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system that a
17、nyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will.” and Ms. Markovas business partner. “Thats a lie that we have perpetuated, and it fosters commonness. Knowing what youre good at and doing even more of it creates excellence.” This is where developing new habits
18、comes in.21. The view of Wordsworth habit is claimed by being A. casual B. familiar C. mechanical D. changeable.22. The researchers have discovered that the formation of habit can be A. predicted B. regulated C. traced D. guided23.” ruts”(in line one, paragraph 3) has closest meaning to A. tracks B.
19、 series C. characteristics D. connections24. Ms. Markovas comments suggest that the practice 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 probab
20、ly agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2 It 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
21、s the kids dad. All he needs to do is shell our $30 for paternity testing kit (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 o
22、fficer of Identigene, which makes the over-the-counter kits. More than two 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 bio
23、logical relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a familys geographic roots .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 who
24、m to compare DNA. But some observers are skeptical, “There is a kind of false precision being 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 centuri
25、es back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a fathers line or mitochondrial 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 thr
26、ee generations back people also have six other great-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 some companies dont rely on
27、 data collected systematically but rather lump 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 company uses to estimate relationships may be patented and not sub
28、ject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTKs _.Aeasy availability Bflexibility in pricing C successful promotion D popularity with households27. PTK is used to _.Alocate ones birth placeBpromote genetic researchC identify parent-child kinshipD choose child
29、ren for adoption28. Skeptical observers believe that ancestry testing fails to_.Atrace distant ancestors B rebuild reliable bloodlinesC fully use genetic information D achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is _.Adisorganized data collection
30、 B overlapping database building30. An appropriate title for the text is most likely to be_.AFors and Againsts of DNA testing B DNA testing and Its problemsCDNA testing outside the lab D lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is w
31、idely misunderstood by economists 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 rap
32、id economic development in 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 wo
33、rkers in all countries can 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
34、peak. The U.S. workforce was derided as poorly educated and 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 Honda Nissan, and Toyota achieved about 95 perce
35、nt of the productivity 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-practic
36、e labor productivity standards despite the complexity of the building industrys work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments dont force it. After all, that
37、s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didnt 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, humanitys pro
38、ductivity potential, they could in 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 escape their poverty
39、 traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesnt constrain the ability of the developing worlds workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving prod
40、uctivity explain why education isnt 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 doubts B has fallen victim of biasC is conventional downgraded D has been overestimated32. It is stated in par
41、agraph 1 that construction of a new education system _.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 workforces is that _.A the Japanese workforce is better
42、disciplined B the Japanese workforce is more productiveCthe U.S workforce has a better education D 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 prior to better ways of finding foodC when people on
43、 longer went hung D as a result of pressure on government35. According to the last paragraph , development of education _.A results directly from competitive environments B does not depend on economic performanceC follows improved productivity D cannot afford political changesText 4 The most thoroug
44、hly 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 intellectual pursuits ” According to many books and ar
45、ticles, New Englands 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 Puritans theological innovations and their distinctive ideas about the church-important subjects th