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绝密★启用前
2009年全国硕士研究生招生考试
英语（一）
（科目代码：201）
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（以下信息考生必须认真填写）
考生编号
考生姓名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 us wonder just how smart
humans are. ] the fruit-fly experiments described by Carl Zimmer in the
Science Times. Fruit flies who were taught to be smarter than the average fruit fly
2 to live shorter lives. This suggests that 3 bulbs bum longer, that there
is a(n) 4 in not being too bright.
Intelligence, it 5 , is a high-priced option. It takes more upkeep, bums
more fuel and is slow 6 the starting line because it depends on learning—a(n)
7 process—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. 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 we've
ever met.
Research on animal intelligence also makes us 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 locations. 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 ajn) 19 question: Are humans
actually aware of the world they live in? 20 the results are inconclusive.
英语（ ）试题.1 .（共14页）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.迁 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. 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 n 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)
英语（一）试题.2.（共14页）Text 1
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 implication.
So it seems paradoxical 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 paths, and even entirely new brain cells,
that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can
instead direct our own change by consciously developing new habits. In fact, the
more new things we try—the more we step outside our comfort zone—the more
inherently creative we become, both in the workplace and in our personal lives.
But don't bother trying to kill off old habits ； once those ruts of procedure are
worn into the brain, they're there to stay. Instead, the new habits we deliberately
press 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. " 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 1960s discovered that humans are bom with the capacity to
approach challenges in four primary ways: analytically, procedurally, relationally
(or collaboratively) and innovatively. At the end of adolescence, 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一
that anyone can do anything,M explains M. J. Ryan, author of the 2006 book
This Year I Will... 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. " TKis is where developing new habits
comes in.
英语（一）试题.3.（共14页）21. In Wordsworth's view, “habit” is characterized by being.
A. casual
B. familiar ”
C. mechanical
D. changeable
22. Brain researchers have discovered that the formation of new habits can
be.
A. predicted
B. regulated
C. traced
D. guided
23. The word "ruts" (Line 1, Paragraph 4) is closest in meaning to.
A. tracks
B. series
C. characteristics
D. connections
24. Dawna Markova would most probably agree that.
A. ideas are bom of a relaxing mind
B , innovativeness could be taught
C. decisiveness derives from fantastic ideas
D. curiosity activates creative minds
25. Ryan's comments suggest that the practice of standardized testing.
A. prevents new habits from being formed
B. no longer emphasizes commonness
C. maintains the inherent American thinking mode
D. complies with the American belief system
英语（ ）试题.4.（共14页）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 out $30 for a 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 became
available without prescriptions last year, according to Doug Fogg, 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 $2,500.
Among the most popular: paternity and kinship testing, which adopted
children can use to find their biological relatives and families can use to track
down kids put up for adoption. DNA testing is also the latest rage among
passionate genealogists一and supports businesses that offer to search for a
family's geographic roots.
Most tests require collecting cells by swabbing 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's a kind of false precision being
hawked by people claiming they are doing ancestry testing," says Troy 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 is 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
different research projects. This means that a DNA database may have a lot of
data from some regions and not others, so a person's test results 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.
英语（一）试题.5 .（共14页）26. In Paragraphs 1 and 2, the text shows PT K'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
C. excessive sample comparison
D. lack of patent evaluation
30. An appropriate title for the text is most likely to be.
A. Fors and Againsts of DNA Testing
B. DNA Testing and Its Problems
C. DNA Testing Outside the Lab
D. Lies Behind DNA Testing
英语（一）试题.6.（共14页）Text 3
The relationship between formal education and economic growth in poor
countries is widely misunderstood by economists and politicians alike. Progress in
both areas 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 it is,
because building 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 radically 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 recession and Japan at its pre-bubble peak,
the U. S. workforce was derided as poorly educated and one of the primary causes 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 counterparts—a result of the training that U. S. workers received on
the job.
More recently, while examining 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 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 increased as well.
When the competitive environment pushed our ancestors to achieve that 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/or the foreseeable future. On the
contrary, constraints on improving productivity explain why education isn't
developing more quickly there than it is.
英语（ ）试题.7.（共14页）31. The author holds in Paragraph 1 that the importance of education in poor
countries.
A. is subject to groundless doubts
r*
B. has fallen victim of bias
C. is conventionally downgraded
D. has been overestimated
32. It is stated in Paragraph 1 that the construction of a new educational
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 organized
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 no longer went hungry
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
英语（一）试题.8 .（共14页）Text 4
The most thoroughly studied intellectuals 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 importance 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 means 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 churches 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. These 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 craftsmen or farmers, let alone dependents and servants,
left literary compositions to be analyzed, it is obvious that their views were less
fully intellectualized. Their thinking often had a traditional superstitious 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 came together in a decisive
moment when he opened the Bible, told his father that 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 churches.
Meanwhile, many settlers 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. ”
英语（一）试题.9.（共14页）36. The author holds 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
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 intellectual backgrounds
D. left few formal records for later reference
英语（一）试题.10.（共14页）Part B
Directions:
In the following text, some segments have been removed. For Questions 41-45,
choose the most suitable one from the list A-G to fit into each of the numbered
blanks. There are two extra choices, which do not fit in any of the blanks. 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 helped found modem anthropology—
the scientific study of human societies, customs and beliefs—thus becoming one of
the earliest anthropologists. In his work, he attempted to show how all aspects of
culture changed together in the evolution of societies. (42)
In the early 1900 s in North America, German-bom American anthro
pologist 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 Emile Durkheim developed a
theory of culture that would greatly influence anthropology. Durkheim proposed
that religious beliefs functioned to reinforce social solidarity. An interest in the
relationship between the function of society and^culture became a major theme in
European, and especially British, anthropology.
英语（ ）试题.11.（共14页）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, he 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 culture 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 clearly on ANSWER SHEET 2.
(10 points)
There is a marked difference between the education which every one 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
英语（ ）试题.12.（共14页）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 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 and 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
not 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 adults
loyal to their group.
Section IH Writing
Part A
51. Directions:
Restrictions on the use of plastic bags have not been so successful in some
regions. u White pollutionv is still going on. Write a letter to the editor(s) of your
local newspaper to
1) give your opinions briefly, and
2) make two or three suggestions.
You should write about 100 words on ANSWER SHEET 2.
Do not sign your own name at the end of tlie letter. Use "Li Ming” instead.
Do not write the address. (10 points)
英语（ ）试题.13.（共14页）Part B
52. Directions:
Write an essay of 160-200 words based on the following drawing. 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 ANSWER SHEET 2. (20 points)
网络的“近”与“远”
2009年考研英语（一）真题答案速查表
1 - 5 BADBC 6 ~ 10 ADCBD 11-15 DBCDA 16-20 CBAAC 21-25 CD ADA
26 -30 ACDAB 31 ~35 DBBCC 36 ~40 BBDAC 41 ~45 CEABG
46. 虽然我们可以说衡量任何一个社会机构价值的标准都是其在丰富和完善人生经验方面所
起的作用,但这种作用并非其最初动机的组成部分。
47. 人们只是渐渐地才注意到这种机构附带产生的作用，而把这种作用视为机构运作的指导
性因素的这一过程则更为缓慢。
48. 尽管我们在与青年人交往时容易忽视自己的行为对他们的性情所产生的影响，但在与成
年人打交道时这种情况就不那么容易发生。
49. 由于我们对青年人所做的首要工作在于使他们能够融入共同生活中去，所以我们不禁要
细想自己是否正在形成让他们获得这种本领的能力。
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规的教育形
式，即直接讲授或学校教育。
英语（ ）试题.14.（共14页）
