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2009年考研英语（一）试题

Section I Use of English

Directions:

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)

Research on animal intelligence always makes me wonder just how smart humans are.

1 the fruit-fly experiments described in Carl Zimmer’s 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 more 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 they’ve apparently learned is when to 8 .

Is there an adaptive value to 9 intelligence? That’s the question behind this

new research. I like it. Instead of casting a wistful glance 10 at all the species

we’ve 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 I’ve ever met.

Research on animal intelligence also makes me wonder what 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 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] 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] insists on [B] sums up [C] turns out [D] puts forward

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] by chance [B] in contrast [C] as usual [D] for instance

15. [A] if [B] unless [C] as [D] lest

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

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17. [A] at [B] for [C] after [D] with

18. [A] Above all [B] After all [C] However [D] Otherwise

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

hostile

20. [A] By accident [B] In time [C] So far [D] Better still

Section II Reading Comprehension

Part A

Directions:

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)

Text1

Habits 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,” William 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 habits, we create parallel synaptic paths, and even entirely new brain cells, that

can jump our trains of thought onto new, innovative tracks.

But don’t bother trying to kill off old habits; once those ruts of procedure are worn

into the hippocampus, they’re there to stay. Instead, the new habits we deliberately

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 instead 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 we’re unaware, she says.

Researchers 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 that 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 anyone can

do anything,” explains M. J. Ryan, author of the 2006 book “This Year ” and

Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters

commonness. Knowing what you’re good at and doing even more of it creates

excellence.” This is where developing new habits comes in.

21. The view of Wordsworth habit is claimed by being

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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. guided

23.” ruts”(in line one, paragraph 3) has closest meaning to

A. tracks B. series C. characteristics D. connections

24. Ms. Markova’s comments suggest that the practice of standard testing ?

A, prevents new habits form being formed

B, no longer emphasizes commonness

C, maintains the inherent American thinking model

D, complies with the American belief system

25. Ryan most probably agree that

A. ideas are born of a relaxing mind

B. innovativeness could be taught

C. decisiveness derives from fantastic ideas

D. curiosity activates creative minds

Text 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’s the kid’s 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 officer 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 biological relatives and latest rage a many passionate

genealogists-and supports businesses that offer to search for a family’s 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 whom 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 centuries back. Yet most ancestry

testing only considers a single lineage, either the Y chromosome inherited through

men in a father’s 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 three 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 don’t

rely on data collected systematically but rather lump together information from

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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 subject to peer review or

outside evaluation.

paragraphs 1 and 2 , the text shows PTK’s ___________.

[A]easy availability

[B]flexibility in pricing

[C] successful promotion

[D] popularity with households

27. PTK is used to __________.

[A]locate one’s birth place [B]promote genetic research

[C] identify parent-child kinship [D] choose children for adoption

28. Skeptical observers believe that ancestry testing fails to__________.

[A]trace distant ancestors [B] rebuild reliable

bloodlines

[C] fully use genetic information [D] achieve the claimed

accuracy

29. In the last paragraph ,a problem commercial genetic testing faces is __________.

[A]disorganized data collection

[B] overlapping database building

30. An appropriate title for the text is most likely to be__________.

[A]Fors and Againsts of DNA testing [B] DNA testing and It’s problems

[C]DNA testing outside the lab [D] lies behind DNA testing

Text 3

The relationship between formal education and economic growth in poor countries

is widely 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 rapid 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 workers 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 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 percent 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-practice labor productivity standards despite the complexity of the building

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industry’s 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 don’t force it. After all, that’s how education got started.

When our ancestors were hunters and gatherers 10,000 years ago, they didn’t 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, humanity’s productivity 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

traps without political changes that may be possible only with broader formal

education. A lack of formal education, however, doesn’t constrain the ability of the

developing world’s workforce to substantially improve productivity for the forested

future. On the contrary, constraints on improving productivity explain why education

isn’t 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 bias

[C] is conventional downgraded

[D] has been overestimated

32. It is stated in paragraph 1 that construction of a new education system

__________.

[A]challenges economists and politicians

[B]takes efforts of generations

[C] demands priority from the government

[D] requires sufficient labor force

33.A major difference between the Japanese and U.S workforces is that __________.

[A] the Japanese workforce is better disciplined

[B] the Japanese workforce is more productive

[C]the U.S workforce has a better education

[D] ]the U.S workforce is more organize

34. The author quotes the example of our ancestors to show that education emerged

__________.

[A] when people had enough time

[B] prior to better ways of finding food

[C] when people on longer went hung

[D] as a result of pressure on government

35. According to the last paragraph , development of education __________.

[A] results directly from competitive environments

[B] does not depend on economic performance

[C] follows improved productivity

[D] cannot afford political changes

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Text 4

The most thoroughly 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 articles,

New England’s 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 that we may not neglect. But in keeping with our

examination of southern intellectual life, we may consider the original Puritans as

carriers of European culture adjusting to New world circumstances. The New England

colonies were the scenes of important episodes in the pursuit of widely understood

ideals of civility and virtuosity.

The early settlers of Massachusetts Bay included men of impressive education

and influence in England. `Besides the ninety or so learned ministers who came to

Massachusetts church in the decade after 1629,There were political leaders like John

Winthrop, an educated gentleman, lawyer, and official of the Crown before he

journeyed to Boston. There men wrote and published extensively, reaching both New

World and Old World audiences, and giving New England an atmosphere of

intellectual earnestness.

We should not forget , however, that most New Englanders were less well

educated. While few crafts men or farmers, let alone dependents and servants, left

literary compositions to be analyzed, The in thinking often had a traditional

superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left

an account of his reasons for leaving England that is filled with signs. sexual

confusion, economic frustrations , and religious hope-all name together in a decisive

moment when he opened the Bible, told his father the first line he saw would settle his

fate, and read the magical words: “come out from among them, touch no unclean

thing , and I will be your God and you shall be my people.” One wonders what Dane

thought of the careful sermons explaining the Bible that he heard in puritan churched.

Mean while , many settles had slighter religious commitments than Dane’s, as

one clergyman learned in confronting folk along the coast who mocked that they had

not come to the New world for religion . “Our main end was to catch fish. ”

36. The author notes that in the seventeenth-century New England___________.

[A] Puritan tradition dominated political life. [B] intellectual interests

were encouraged.

[C] Politics benefited much from intellectual endeavors. [D] intellectual

pursuits enjoyed a liberal environment.

37. It is suggested in paragraph 2 that New Englanders__________.

[A] experienced a comparatively peaceful early history. [B] brought with

them the culture of the Old World

[C] paid little attention to southern intellectual life [D] were obsessed

with religious innovations

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38. The early ministers and political leaders in Massachusetts Bay__________.

[A] were famous in the New World for their writings [B]

gained increasing importance in religious affairs

[C] abandoned high positions before coming to the New World [D] created a

new intellectual atmosphere in New England

39. The story of John Dane shows that less well-educated New Englanders were

often __________.

[A] influenced by superstitions [B] troubled with religious beliefs

[C] puzzled by church sermons[D] frustrated with family earnings

40. The text suggests that early settlers in New England__________.

[A] were mostly engaged in political activities[B] were motivated by an illusory

prospect

[C] came from different backgrounds.[D] left few formal records for later

reference

Part B

Directions:

Directions: In the following text, some sentences have been removed. For

Questions (41-45), choose the most suitable one from the list A-G to fit into each of

the numbered blank. There are two extra choices, which do not fit in any of the gaps.

Mark your answers on ANSWER SHEET 1. (10 points)

Coinciding with the groundbreaking theory of biological evolution proposed by

British naturalist Charles Darwin in the 1860s, British social philosopher Herbert

Spencer put forward his own theory of biological and cultural evolution. Spencer

argued that all worldly phenomena, including human societies, changed over time,

advancing toward perfection. 41.____________.

American social scientist Lewis Henry Morgan introduced another theory of

cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the

founders of modern anthropology. In his work, he attempted to show how all aspects

of culture changed together in the evolution of societies.42._____________.

In the early 1900s in North America, German-born American anthropologist

Franz Boas developed a new theory of culture known as historical particularism.

Historical particularism, which emphasized the uniqueness of all cultures, gave new

direction to anthropology. 43._____________.

Boas felt that the culture of any society must be understood as the result of a

unique history and not as one of many cultures belonging to a broader evolutionary

stage or type of culture. 44._______________.

Historical particularism became a dominant approach to the study of culture in

American anthropology, largely through the influence of many students of Boas. But a

number of anthropologists in the early 1900s also rejected the particularist theory of

culture in favor of diffusionism. Some attributed virtually every important cultural

achievement to the inventions of a few, especially gifted peoples that, according to

diffusionists, then spread to other cultures. 45.________________.

Also in the early 1900s, French sociologist Émile Durkheim developed a theory

of culture that would greatly influence anthropology. Durkheim proposed that

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religious beliefs functioned to reinforce social solidarity. An interest in the

relationship between the function of society and culture—known as

functionalism—became a major theme in European, and especially British,

anthropology.

[A] Other anthropologists believed that cultural innovations, such as inventions,

had a single origin and passed from society to society. This theory was known as

diffusionism.

[B] In order to study particular cultures as completely as possible, Boas became

skilled in linguistics, the study of languages, and in physical anthropology, the study

of human biology and anatomy.

[C] He argued that human evolution was characterized by a struggle he called the

"survival of the fittest," in which weaker races and societies must eventually be

replaced by stronger, more advanced races and societies.

[D] They also focused on important rituals that appeared to preserve a people's

social structure, such as initiation ceremonies that formally signify children's entrance

into adulthood.

[E] Thus, in his view, diverse aspects of culture, such as the structure of families,

forms of marriage, categories of kinship, ownership of property, forms of government,

technology, and systems of food production, all changed as societies evolved.

[F] Supporters of the theory viewed as a collection of integrated parts that work

together to keep a society functioning.

[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry

incorrectly suggested, on the basis of inadequate information, that farming, pottery

making, and metallurgy all originated in ancient Egypt and diffused throughout the

world. In fact, all of these cultural developments occurred separately at different times

in many parts of the world.

Part C

Directions:

Read the following text carefully and then translate the underlined segments into

Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10

points)

There is a marked difference between the education which everyone gets from

living with others, and the deliberate educating of the young. In the former case the

education is incidental; it is natural and important, but it is not the express reason of

the association. (46) It may be said that the measure of the worth of any social

institution is its effect in enlarging and improving experience; but this effect is not a

part of its original motive. Religious associations began, for example, in the desire to

secure the favor of overruling powers and to ward off evil influences; family life in

the desire to gratify appetites and secure family perpetuity; systematic labor, for the

most part, because of enslavement to others, etc. (47) Only gradually was the

by-product of the institution noted, and only more gradually still was this effect

considered as a directive factor in the conduct of the institution. Even today, in our

industrial life, apart from certain values of industriousness and thrift, the intellectual

and emotional reaction of the forms of human association under which the world's

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work is carried on receives little attention as compared with physical output.

But in dealing with the young, the fact of association itself as an immediate

human fact, gains in importance. (48) While it is easy to ignore in our contact with

them the effect of our acts upon their disposition, it is not so easy as in dealing with

adults. The need of training is too evident; the pressure to accomplish a change in

their attitude and habits is too urgent to leave these consequences wholly out of

account. (49) Since our chief business with them is to enable them to share in a

common life we cannot help considering whether or no we are forming the powers

which will secure this ability. If humanity has made some headway in realizing that

the ultimate value of every institution is its distinctively human effect we may well

believe that this lesson has been learned largely through dealings with the young.

(50) We are thus led to distinguish, within the broad educational process which

we have been so far considering, a more formal kind of education -- that of direct

tuition or schooling. In undeveloped social groups, we find very little formal teaching

and training. These groups mainly rely for instilling needed dispositions into the

young upon the same sort of association which keeps the adults loyal to their group.

Section Ⅲ Writing

Part A

51. Directions:

Restrictions on the use of plastic bags have not been so successful in some

regions. "White pollution "is still going on. Write a letter to the editor(s) of your local

newspaper to

give your opinions briefly and

make two or three suggestions

You should write about 100 words. Do not sign your own name at the end of the

letter. Use "Li Ming" instead. You do not need to write the address.

Part B

52. Directions:

In your essay, you should

1) describe the drawing briefly,

2) explain its intended meaning, and then

3) give your comments.

You should write neatly on ANSHWER SHEET 2. (20 points)

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2009年考研英语（一)试题答案

Section I: Use of English (10 points)

1. B 2. A 3. D 4. B 5. C

6. A 7. D 8. C 9. B 10. D

11. D 12. B 13. C 14. D 15. A

16. C 17. B 18. A 19. A 20. C

Section II: Reading Comprehension (60 points)

Part A (40 points)

21. C 22. D 23. A 24. D 25. A

26. A 27. C 28. D 29. A 30. B

31. D 32. B 33. B 34. C 35. C

36. B 37. B 38. D 39. A 40. C

Part B (10 points)

41. C 42. E 43. A 44. B 45. G

Part C (10 points)

46. 虽然我们可以说衡量任何一个社会机构价值的标准是其在丰富和完善人

生方面所起的作用，但这种作用并不是我们最初的动机的组成部分。

47. 人们只是逐渐地才注意到机构的这—副产品，而人们把这种作用视为机

构运作的指导性因素的过程则更为缓慢。

48. 虽然在与年轻人的接触中我们容易忽视自己的行为对他们的性情所产生

的影响，然而在与成年人打交道时这种情况就不那么容易发生。

49. 由于我们对年轻人所做的首要工作在于使他们能够在生活中彼此相融，

因此我们不禁要考虑自己是否在形成让他们获得这种能力的力量。

50. 这就使我们得以在一直讨论的广义的教育过程中进一步区分出一种更为

正式的教育形式，即直接讲授或学校教育。

Section III: Writing (30 points)

Part A (10 points)

51. 参考范文

Dear Editor:

I am writing this letter to draw your attention to the deteriorating situation of

“white pollution” in some regions despite the implementation of restrictions on the

use of plastic bags.

In order to put an effective stop to the wide spread of “white pollution”, I would

like to make the following suggestions . Firstly, the price of plastic bags should be

further raised; Secondly , special government departments should be established to

supervise the making and using of plastic bags to ensure they are used when really

needed.

I hope my suggestions would be of help and thank you for your attention.

Sincerely Yours

Li Ming

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Part B (20 points)

52. 参考范文

Vividly depicted in the cartoon is a race of humans on a social network that are

isolated in their own little cubicles. They are all sitting in front of their computers,

connected to each other through the Internet and their devoted looks and postures

showed their addiction to the Internet.

This cartoon, I believe, intends to draw our attentions to the negative effects the

Internet has brought to our daily life as it brings in some benefits, such as easy access

to information, instant communication with people from afar and cheap cost of

communication. The more people are hooked to the Net, the more isolated they are

from the real world. Since people can easily pretend their identities on the Internet,

everything online becomes illusive and untrustworthy. The Internet, which was

intended to bring people closer to each other, in effect prevents people from making

real acquaintances that one can make with a casual exchange of greetings and

eye-contact in a face-to-face communication.

Serious consequences, such as fear of real-time interactions, online cheating or

blackmailing, may follow if the use of the Internet is not brought under systematic

control. I strongly suggest that people only use the Internet for necessary business

transactions and personal contacts with those they have already known face to face.

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