2009年考研英語(yǔ)真題及答案完整版

Section I Use of English

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

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 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.” This is where developing new habits 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. 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 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.

26.In 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 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

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

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 ?mile 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—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 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.46It 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. 47Only 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; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since 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

1) give your opinions briefly and

2) 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)

Section I Use of English

答案解析：

1. B.本題考查動(dòng)詞，后面的賓語(yǔ)是“the fruit-fly experiments described…”， suppose表示“假設(shè)”， observe表示“觀察”，image表示“想象”， Consider“考慮”，代入文中表示“考慮已經(jīng)被描述出來(lái)的實(shí)驗(yàn)”，符合語(yǔ)境。

2. A.本題考查動(dòng)詞短語(yǔ)，happen to(碰巧)，fear to(唯恐…)，be threatened to被恐嚇…。tend to do表示“有…傾向，往往…”，代入文中表示比較聰明的果蠅往往壽命較短。

3. D.本題考查形容詞， lighter更輕的，thinner更瘦的，stabler更穩(wěn)定的，dimmer比較暗淡的，本句是前一句推出的結(jié)論，即由“果蠅越聰明壽命越短”推出 “燈泡越暗使用時(shí)間越長(zhǎng)”。

4. B.本題考查名詞。由前半句“燈泡越暗使用時(shí)間越長(zhǎng)”推出“這是不特別亮的燈泡的一個(gè)優(yōu)點(diǎn)”。tendency傾向，advantage優(yōu)勢(shì)，inclination傾向，priority優(yōu)先權(quán)。

5. C.本題考查動(dòng)詞短語(yǔ)，turns out證明是，insist on堅(jiān)持，sum up總結(jié)，put forward提出。

6. A.本題考查介詞， off表示離開(kāi)。代入文中表示離開(kāi)起點(diǎn)時(shí)。

7. D.incredible難以置信的，spontaneous自發(fā)的，inevitable不可避免的，gradual漸進(jìn)的。學(xué)習(xí)是一個(gè)漸進(jìn)的過(guò)程，所以選gradual.

8. C.本文的主旨是智力需要昂貴的代價(jià)。大量的物種會(huì)學(xué)習(xí)，但它們首先學(xué)會(huì)的是知道什么時(shí)候停止學(xué)習(xí)，與上文的例子燈泡呼應(yīng)。四個(gè)選項(xiàng)中， fight表示斗爭(zhēng)，doubt表示懷疑，stop表示停止，think表示思考，正確答案為C

9. B.本題考查形容詞，修飾intelligence。 invisible看不見(jiàn)的， indefinite不確定的，這兩個(gè)選項(xiàng)意思不符合，排除。different不同的，limited有限的。因?yàn)樗形锓N的智力都是有限的，所以limited符合文意。

10.D.cast a glance backward“回顧”，固定搭配。

11.D.feature特征，influence影響，result結(jié)果，cost代價(jià)。Cost“代價(jià)”與文中“事實(shí)證明，智力是要付出代價(jià)”相呼應(yīng)。

12.B.本題考查介詞，on the mind of“為…著想”，by the mind“通過(guò)思考”，outside和across不與mind的搭配。

13.C.本題考查動(dòng)詞，與之搭配的賓語(yǔ)是experiments ，選項(xiàng)中perform能與experiments 搭配，表示“做實(shí)驗(yàn)”。deliver遞送，carry運(yùn)送， apply應(yīng)用。

14.D.前一句提到experiments，本句提到一個(gè)具體的實(shí)驗(yàn)，所以選for instance例如。by chance偶然，in contrast相反，as usual照常。

15.A.由后半句中they would test us to可推測(cè)本句使用了虛擬語(yǔ)氣，選項(xiàng)中if可以引導(dǎo)虛擬條件句。 unless除非，as正如，lest唯恐。

16.C.本題考查動(dòng)詞。所填動(dòng)詞表明實(shí)驗(yàn)的目的，并且所填動(dòng)詞的賓語(yǔ)是limits of our patience, our faithfulness, our memory for terrain ，選項(xiàng)中“determine確定”符合題意，并與下文的decide相呼應(yīng)。moderate適中的，overcome克服， reach達(dá)到。

17.B.本題考查介詞，四個(gè)選項(xiàng)中for 表示表示目的，這個(gè)句子的正常句序是intelligence in humans is really for what.

18.A.本題考查邏輯關(guān)系。這個(gè)句子位于段末，顯然起到總結(jié)性的作用。四個(gè)選項(xiàng)中，Above all最重要，After all畢竟，However然而，Otherwise否則，故選Above all。

19.A.本題考查形容詞，修飾question 。fundamental基本的，comprehensive的，equivalent相等的，hostile敵對(duì)的。由句后問(wèn)題的內(nèi)容可推出這是一個(gè)最基本和重要的問(wèn)題，所以選fundamental。

20.C.本題考查副詞。空前說(shuō)“想研究這個(gè)問(wèn)題”，空后說(shuō)“結(jié)果還不確定”。四個(gè)選項(xiàng)中，By accident“偶然”，In time“及時(shí)”，So far“到目前為止”，Better still“更好的是”，只有So far符合語(yǔ)意。

全文翻譯：

對(duì)動(dòng)物智力的研究總是讓我們思考人類到底有多聰明。參考下卡爾齊默周二發(fā)表在科學(xué)時(shí)代刊物上的文章所描述的果蠅試驗(yàn)。有些果蠅比普通果蠅聰明，但是壽命較短。這表明暗淡的燈泡使用時(shí)間更長(zhǎng)，也表明暗淡是燈泡的一個(gè)優(yōu)勢(shì)。

事實(shí)證明，智力是要付出昂貴的代價(jià)。它需要更高的給養(yǎng)、消耗更多的燃料，因?yàn)橹橇σ揽康氖菍W(xué)習(xí)(一個(gè)循序漸進(jìn)的過(guò)程)而不是一種本能，所以離開(kāi)起點(diǎn)時(shí)緩慢。許多其他的物種也有學(xué)習(xí)能力，很顯然他們學(xué)到的東西之一就是知道何時(shí)停止。

有限的智力是否有適應(yīng)值呢?這也是此項(xiàng)研究的課題。我對(duì)此很感興趣。這個(gè)試驗(yàn)不是去回顧那些被我們劃為低智商的物種，而是含蓄在問(wèn)我們自己智力的真正代價(jià)是什么。我們所遇到的每種動(dòng)物的想法。

對(duì)動(dòng)物智力的研究也讓我想，如果動(dòng)物有機(jī)會(huì)的話，他們會(huì)對(duì)人類作什么樣的實(shí)驗(yàn)。比如說(shuō)，每只有主人的貓都在進(jìn)行一個(gè)小型的操作性條件反射研究。我們認(rèn)為如果動(dòng)物也能進(jìn)行試驗(yàn)的話，他們會(huì)測(cè)定我們的忍耐度，忠誠(chéng)度，以及對(duì)地形的記憶力。他們會(huì)試圖判定人類智力的實(shí)際用處，而不僅僅是判定人類智力的高低。最重要的是他們希望研究一個(gè)最基本的問(wèn)題：人類是否真正意識(shí)到了自己所生存的世界?對(duì)此，目前仍無(wú)定論。

Section II Reading Comprehension

Text 1

21【C】事實(shí)細(xì)節(jié)題。意為：Wordsworth認(rèn)為以何種方式便能獲得

文章第二句中提到We reach for them mindlessly, setting our brains on auto-pilot and

relaxing into the unconscious comfort of familiar routine.我們?cè)跓o(wú)意識(shí)的狀態(tài)下就能行成，使

們的頭腦處于自動(dòng)導(dǎo) 航，放松地進(jìn)入一種無(wú)意識(shí)的慣性當(dāng)中。從這個(gè)表述中可以看出習(xí)慣的

形成過(guò)程完全是一種無(wú)意狀態(tài)下的機(jī)械活動(dòng)。

22.【D】事實(shí)細(xì)節(jié)題。意為：研究者發(fā)現(xiàn)習(xí)慣的形成可以被

第二段第二句當(dāng)中指出當(dāng)人們有意識(shí)的培養(yǎng)新的習(xí)慣時(shí)，我們就創(chuàng)造出一種相關(guān)的軌跡，甚至是全新的腦細(xì)胞，這可以使我們的思想進(jìn)入一個(gè)創(chuàng)新的軌道上。由此可見(jiàn)研究人員認(rèn)為習(xí)慣的形成是可以被引導(dǎo)的。

23.【A】詞義句義題。意為：“ruts”的意思最貼近于

A 痕跡 B 系列 C 特點(diǎn) D 聯(lián)系

原文提到：不要試圖擺脫你的舊習(xí)慣;一旦這個(gè)過(guò)程的 進(jìn)入大腦，它們就會(huì)留在腦中。根據(jù)上下文邏輯最合上下文語(yǔ)境的為A選項(xiàng)。

由于24、25題題干不清晰暫不做出解析。

24.【A】事實(shí)細(xì)節(jié)題。

25.【A】事實(shí)細(xì)節(jié)題。

Text 2

26.【A】推理判斷題。 意為：從第一二段文章表明PTK很容易買到。

文中第一二段有多處體現(xiàn)，首段最后一句話“只需花30美元在地方藥房作親子鑒定……”.第二段第一句我們可以看到 “自從去年不需要處方即購(gòu)可買之后，己經(jīng)超過(guò)6萬(wàn)人購(gòu)買了PTK ”。甚至從第二段整段我們可以看出：B項(xiàng)關(guān)于鑒定價(jià)格浮動(dòng)只在第二段最后一句有所體現(xiàn)。C項(xiàng)文中未提到。D項(xiàng)屬過(guò)度推斷。

27.【C】事實(shí)細(xì)節(jié)題。 意為：PTK是用來(lái)鑒定親子關(guān)系的。

從文中第三段可以看到“被收養(yǎng)的孩子可以通過(guò)親子鑒定找到他具有血緣關(guān)系的親屬”。A選項(xiàng)比較具有迷惑性，從第三段后半句我們可以看出“PTK最近惹怒了很多譜系學(xué)家，他們支持用PTK來(lái)探尋一個(gè)家族的祖藉”?？梢钥闯鯬TK沒(méi)有主要被用來(lái)尋找一個(gè)人的出生地。選項(xiàng)B，D文中未提及。

28. 【D】事實(shí)細(xì)節(jié)題。意為：持懷疑態(tài)度的觀察者認(rèn)為祖先鑒定沒(méi)有達(dá)到聲稱的準(zhǔn)確性。

從題干信息我們可以將它定位到文中第五段第一句我們可以看出: 那些正在做祖先鑒定的人們所宣揚(yáng)的(祖先鑒定)精確度其實(shí)是錯(cuò)的。這句話是對(duì)這一段的概括，ABC三個(gè)選項(xiàng)都只是它的細(xì)節(jié)之一。因此，D選項(xiàng)正確。

29.【A】事實(shí)細(xì)節(jié)題。意為：最后一段中商業(yè)基因鑒定面臨的一個(gè)問(wèn)題是數(shù)椐收集的紊亂。

從最后一段第二句我們可以看出“一些公司使用的數(shù)據(jù)庫(kù)并不依賴于系統(tǒng)的數(shù)據(jù)收集而是把不同研究機(jī)構(gòu)收集的信息合在一起。這就意味著處理數(shù)據(jù)的公司不同，所用DNA數(shù)據(jù)庫(kù)也會(huì)不同?！蔽闹胁⑽刺峒皵?shù)據(jù)是否重合，B無(wú)根椐。CD文中沒(méi)有體現(xiàn)。

30.【B】主旨大意題。 意為：本文最合適的題目應(yīng)是DNA測(cè)試及它存在的問(wèn)題。

A選項(xiàng)中 “DNA測(cè)試的贊成與反對(duì)”從文中我們看不到作者有明顯贊成DNA測(cè)試的傾向，C選項(xiàng)，文中沒(méi)有特別強(qiáng)調(diào)實(shí)驗(yàn)室內(nèi)外的問(wèn)題。D選項(xiàng)“DNA測(cè)試背后的謊言”， 作者只是客觀地提出了DNA測(cè)試存在的不準(zhǔn)確性問(wèn)題，但并沒(méi)有指明是哪些人的謊言。

Text 3

31.【D】推理判斷題目。意為：在第一段作者認(rèn)為在貧困教育的重要性被高估了。

作者在首段指出“傳統(tǒng)的觀點(diǎn)認(rèn)為在貧困對(duì)促進(jìn)經(jīng)濟(jì)的快速發(fā)展而言，教育是極應(yīng)優(yōu)先考慮的要素之一，這是種錯(cuò)誤的看法?！苯逃膬?yōu)先性和教育的重要性實(shí)際上是一個(gè)意思，而既然文中說(shuō)優(yōu)先教育是種錯(cuò)誤的看法，由此可推出教育的重要性被過(guò)度的重視了即被高估了，因此D正確。

32.【B】事實(shí)細(xì)節(jié)題。意為：第一段表明建立新的教育體系需要幾代人的努力。

在第一段作者主要談?wù)摿丝績(jī)?yōu)先發(fā)展教育來(lái)促進(jìn)經(jīng)濟(jì)發(fā)展是錯(cuò)誤的看法，而世界各國(guó)的工人經(jīng)過(guò)了勞動(dòng)培訓(xùn)可以獲取高產(chǎn)量進(jìn)而帶來(lái)更高的生活水平。解答細(xì)節(jié)題時(shí)同樣明顯背離中心的選項(xiàng)可首先排除，即先可排除A,C;在依據(jù)第一段的倒數(shù)第二句可知：通過(guò)教育體系來(lái)使足夠多的人能提高經(jīng)濟(jì)能力將需要兩三代人。由此可知建立教育體系在當(dāng)前是不可能，而這種建立需要幾代人的努力才能實(shí)現(xiàn)。

33.【B】事實(shí)細(xì)節(jié)題。意為：日本和美國(guó)勞動(dòng)力的主要區(qū)別是日本的勞動(dòng)力更多產(chǎn)。

解答本題可用運(yùn)排除法。依據(jù)文章的第二段，美國(guó)勞動(dòng)力受教育程度差遭到嘲笑并被認(rèn)為是其經(jīng)濟(jì)表現(xiàn)差的原因之一。美國(guó)工人接受了職業(yè)培訓(xùn)后，本田、豐田的美國(guó)公司才達(dá)到了日本95%的產(chǎn)量，由此可知日本工人的生產(chǎn)力比美國(guó)工人的生產(chǎn)力高。從文中可知，美國(guó)勞動(dòng)力受教育程度差是個(gè)事實(shí)也是美國(guó)經(jīng)濟(jì)表現(xiàn)差的重要原因，由此可排除不符合文意的C選項(xiàng);而A,D的信息在文中未提及，由此可得出只有B正確，而依據(jù)文意，既然日本保持了汽車產(chǎn)量的全球領(lǐng)先地位，自然日本的勞動(dòng)力比美國(guó)的勞力更多產(chǎn)也驗(yàn)證了B為正確答案。

34.【A】推理判斷題。意為：作者引用了我們祖先的例子來(lái)表明當(dāng)人們有了充裕的時(shí)間時(shí)，教育才出現(xiàn)。

依據(jù)文章倒數(shù)第二段的最后兩句可知，作者舉出了我們祖先的例子是來(lái)論證最后一句話得出的觀點(diǎn)：只有當(dāng)人們有了更高產(chǎn)的獲得食物的方式時(shí)，人們才有時(shí)間做其它事情。由此可推知，教育是獲得食物以外的其它事情，而受教育的前提是人們有剩余時(shí)間，由此可知A為正確答案。

35.【C】主旨大意題。意為：教育的發(fā)展受約于產(chǎn)量的提高。

文章在最后一段針對(duì)上文討論的教育和生產(chǎn)的關(guān)系做出了總結(jié)。在本段作者明確指出缺乏正規(guī)的教育并不能限制發(fā)展極大提高產(chǎn)量的世界勞動(dòng)力，而反之，對(duì)提高產(chǎn)量的限制得以解釋了為什么教育發(fā)展得沒(méi)有那么快。由此可見(jiàn)，提高產(chǎn)量?jī)?yōu)先于發(fā)展教育，故C為正確答案。而A,D的表達(dá)不符合文章的中心;B項(xiàng)的意思和文意相反。

Text 4

36.【B】事實(shí)細(xì)節(jié)題目。意為：作者認(rèn)為在17世紀(jì)的新英格蘭 。

B為正確選項(xiàng)。A選項(xiàng)為原文的篡改。C選項(xiàng)從原文的表述中無(wú)法推出。D選項(xiàng)文章中沒(méi)有提到“對(duì)于知識(shí)的追求享有自由的環(huán)境”

37.【B】推理判斷題。意為：第二段中暗示出新到達(dá)英格蘭的人

B為正確選項(xiàng)，新到達(dá)清教徒帶著舊世界的文化。些段中的第二句提到，we may consider the original Puritans as carriers of European culture……，選項(xiàng)中的New Englanders對(duì)應(yīng)文中的Puritans, brought with them the culture of the Old World對(duì)應(yīng)該文章中的carriers of European culture，故此選項(xiàng)為此句中的同義替換。

38.【D】事實(shí)細(xì)節(jié)題。意為：早期到達(dá)馬薩諸賽海灣的牧師和政治領(lǐng)導(dǎo)人

D為正確選項(xiàng)為新英格蘭創(chuàng)造了新的知識(shí)環(huán)境。對(duì)應(yīng)第三段中的最后一句話There men wrote and publish ed extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness. A選項(xiàng)中in the new world縮小了原文所表述的范圍，B選項(xiàng)在文章中沒(méi)有提到，C選項(xiàng)不夠。幫D為正確答案。

39.【A】例證題。意為：關(guān)于John Dane的故事表明受教育較少的新英格蘭人 。

A為正確選項(xiàng)舉例是為了說(shuō)明文中的觀點(diǎn)，由文章第四段可知，觀點(diǎn)為their thinking often had a traditional superstitions quality，所以在四個(gè)選項(xiàng)中只有A選項(xiàng)和文章的觀點(diǎn)最為符合。

40.【C】推斷題。意為：從文章中可以看出到新英格蘭的早期的定居者 。

C為正確選項(xiàng)，能過(guò)全文可看出來(lái)到英語(yǔ)蘭早期的定居者，有政客、牧師、裁縫還有漁由此可見(jiàn)早期的定居者背景多種多樣。

Part B

一.文章結(jié)構(gòu)分析

本文是一篇文化類的文章，主要講的是文化發(fā)展過(guò)程中的各種關(guān)于文化的理論。

第一段講的是Herbert Spencer的“生物和文化進(jìn)化理論”。

第二段講的是Lewis Henry Morgan的“文化進(jìn)化理論”。

第三段可以看到，F(xiàn)ranz Boas提出了一種“歷史特殊論(historical particularism)”，它強(qiáng)調(diào)所有文化的性。

第四段還是講了Franz Boas的理論。

第五段我們除了看到“歷史特殊論(historical particularism)”外，還看到一種“diffusionism”理論和“diffusionists”這一種人。

第六段，?mile Durkheim提出了一種文化理論，他認(rèn)為宗教信仰有助于加強(qiáng)社會(huì)團(tuán)結(jié)。

二.試題具體解析

通過(guò)分析文章我們可以看到，文章就是圍繞著這幾種理論展開(kāi)討論的，文章層次很清晰，

而空格出現(xiàn)的位置一律都是段落的末尾，這樣我們可以分析，所有的選項(xiàng)內(nèi)容應(yīng)該與段落前面的內(nèi)容有密切的聯(lián)系。

我們先大體瀏覽一下各個(gè)選項(xiàng)的內(nèi)容。

選項(xiàng)A主要介紹了什么叫“diffusionism”， 即它認(rèn)為文化的革新有一個(gè)起源，并且在社會(huì)之間傳遞。因?yàn)榈?段出現(xiàn)了diffusionism，所以我們可以判斷，選項(xiàng)A肯定出現(xiàn)在44題之前。而且other anthropologists的出現(xiàn)提示，前文可能出現(xiàn)了anthropologist這一詞，那我們回到原文中找各個(gè)人的職業(yè)，就可以看到整篇文章提出的4個(gè)主要理論家中，只有Lewis Henry Morgan和Franz Boas的職業(yè)是anthropologist，所以，我們暫時(shí)把答案A鎖定在42和43之間。

選項(xiàng)B的大體意思是：為了盡可能的了解特殊的文化，(particular cultures是關(guān)鍵詞)，他對(duì)語(yǔ)言學(xué)和身體人類學(xué)都很熟悉?；氐轿恼?，我們?cè)诘?段找到了the uniqueness of all cultures, 我們可以斷定，這個(gè)選項(xiàng)中的he指的就是Franz Boas。那Boas在第3段和第4段都出現(xiàn)過(guò)，所以我們把選項(xiàng)B鎖定在43和44。

選項(xiàng)C的意思是，人類的進(jìn)化有這樣一個(gè)特征，就是“survival of the fittest”適者生存，并且解釋了種族和社會(huì)的適者生存觀念。因?yàn)榈谝欢沃v的是Herbert Spencer的“生物和文化進(jìn)化理論”。并且出現(xiàn)了Charles Darwin，我們都知道Charles Darwin提出了生物界的適者生存，而這里說(shuō)人類社會(huì)的進(jìn)化也有適者生存這一特征，所以，我們可以首先確定41的答案是選項(xiàng)C。

選項(xiàng)D的關(guān)鍵詞是important rituals重要的禮儀和initiation ceremonies和一些典禮，我們?cè)谖恼轮胁](méi)有發(fā)現(xiàn)有這方面的內(nèi)容，所以暫且擱置。

選項(xiàng)E說(shuō)，在他看來(lái)，不同方面的文化diverse aspects of culture，例如……，隨著社會(huì)的進(jìn)化都改變了。我們?cè)谧x文章的時(shí)候，一定要把每一段的關(guān)鍵詞劃出來(lái)，以利于和選項(xiàng)中的關(guān)鍵詞對(duì)應(yīng)。讀第二段的時(shí)候，文章說(shuō)，在他的作品里，他盡量說(shuō)明了how aspects of culture changed together in the evolution of societies. 這跟選項(xiàng)E的內(nèi)容不謀而合。所以，我們可以斷定，42題的答案為選項(xiàng)E。因?yàn)榍懊姘汛鸢窤鎖定在42和43之間，而42題的答案為選項(xiàng)E，所以確定選項(xiàng)A為43題的答案。確定了43題答案為A，因?yàn)橹拔覀儼堰x項(xiàng)B鎖定在43和44，所以排出了43，我們把選項(xiàng)B鎖定在44題。

選項(xiàng)F我們可以看到一個(gè)關(guān)鍵詞functioning，這個(gè)詞在第6段出現(xiàn)過(guò)，所以，我們暫且擱置不管。

選項(xiàng)G是一個(gè)例子，如果是答案的話應(yīng)該是用來(lái)補(bǔ)充說(shuō)明前面的觀點(diǎn)的，它說(shuō)，由于信息缺乏，這兩位人類學(xué)家提出農(nóng)耕等這些都是起源于古埃及，并且傳播到世界各地。事實(shí)上，所有這些文化發(fā)展在世界不同地方的不同時(shí)期都曾分別出現(xiàn)過(guò)。通過(guò)分析這個(gè)例子，我們可以知道，這是兩種不同的觀點(diǎn)的比較。 在第五段我們除了看到“歷史特殊論(historical particularism)”外，還看到一種“diffusionism”理論和“diffusionists”這一種人。正好是兩種理論的對(duì)比，所以我們可以把45題的答案輕松的定位到選項(xiàng)G。

這樣我們初步確定了答案，41的答案是選項(xiàng)C，42題的答案為選項(xiàng)E，43題的答案為選項(xiàng)A，44題的答案為選項(xiàng)B，45題的答案定位到選項(xiàng)G。

最后代入選項(xiàng)，通讀全文，檢查文章邏輯順序和流暢程度。

Part C

46. 本句考點(diǎn)：賓語(yǔ)從句，of 短語(yǔ)作定語(yǔ)，代詞指代， but引導(dǎo)并列句

結(jié)構(gòu)分析：句子主干是：it may be said that…, but this effect… its effect及its original motive.中it在句中指代social institution。

參考譯文：可以說(shuō)，任何社會(huì)制度的價(jià)值在于它對(duì)擴(kuò)大和改進(jìn)經(jīng)驗(yàn)方面的影響，但是這種影響并不是它原來(lái)的動(dòng)機(jī)的一部分。

47. 本句考點(diǎn)：強(qiáng)調(diào)句，分詞結(jié)構(gòu)作后置定語(yǔ), 省略

結(jié)構(gòu)分析：強(qiáng)調(diào)句的正常語(yǔ)序是：the by-product of the institution was noted Only gradually, and this effect …was only still more gradually (noted). considered as a directive factor in the conduct of the institution作this effect的后置定語(yǔ)。

參考譯文：一種制度的副產(chǎn)品，只是逐步被注意到的，而這種效果被視為實(shí)施這種制度的一個(gè)指導(dǎo)性因素更加緩慢得多。

48. 本句考點(diǎn)：比較狀語(yǔ)從句，動(dòng)賓分隔

結(jié)構(gòu)分析:本句主干是while引導(dǎo)的一個(gè)比較狀語(yǔ)從句。in our contact with 作為一個(gè)插入成分，分隔了ignore和它的賓語(yǔ)the effect of…。

參考譯文：在和他們(年輕人)接觸的時(shí)候，雖然容易忽略我們的行動(dòng)對(duì)他們的傾向的影響，但是也不像與成年人打交道那么簡(jiǎn)單。

49. 本句考點(diǎn)：since引導(dǎo)的原因狀語(yǔ)從句，代詞指代，賓語(yǔ)從句，賓語(yǔ)從句嵌套定語(yǔ)從句。

結(jié)構(gòu)分析：本句主干是Since… we cannot help considering…其中whether or no we are forming the powers which will secure this ability作cannot help considering的賓語(yǔ)，which will secure this ability作為嵌套定語(yǔ)從句修飾the powers。

參考譯文：既然我們的主要任務(wù)在于使年輕人參與共同生活，我們禁不住考慮我們是否在形成獲得這種能力的力量。

50. 本句考點(diǎn)：插入語(yǔ)，定語(yǔ)從句，同位語(yǔ)從句

結(jié)構(gòu)分析：within the broad educational process which we have been so far considering 作為插入語(yǔ)，which we have been so far considering為定語(yǔ)從句修飾process，本句主干是：We are thus led to distinguish a more formal kind of education. that of direct tuition or schooling與a more formal kind of education 是同位語(yǔ)關(guān)系。

參考譯文：因此，我們可以在上面所考慮的廣闊的教育過(guò)程之內(nèi)區(qū)別出一種比較正規(guī)的教育，即直接的教導(dǎo)或?qū)W校教育。

Section III Writing

51.09年小作文要求寫(xiě)一封建議信，相比07年建議信要求更加具體，且話題更為熟悉?？忌鷮?duì)這個(gè)話題可寫(xiě)的東西比較多。且在平時(shí)大作文的訓(xùn)練中考生都接觸過(guò)不少表達(dá)觀點(diǎn)看法和提出建議的方法，尤其在環(huán)境保護(hù)方面的建議措施接觸的更多，因此這篇小作文題材是大家非常熟悉的，難度適中。

52.09年大作文仍然是圖畫(huà)式作文，題目要求與往年基本相同。寫(xiě)好這篇作文主要在于兩點(diǎn)：第一，描述圖畫(huà)。圖片描寫(xiě)可能會(huì)給一部分考生造成困難，這一點(diǎn)要看學(xué)生平時(shí)的積累。第二，寓意理解。題目圖片看似簡(jiǎn)單，實(shí)則抽象。揭示主題需結(jié)合中文提示“網(wǎng)絡(luò)的近與遠(yuǎn)”，即網(wǎng)絡(luò)為人們的生活帶來(lái)的便利以及不便。這一主題比較貼近現(xiàn)代生活，也是當(dāng)今大學(xué)生熟悉的話題：網(wǎng)絡(luò)雖然非常便利，讓人與人足不出戶就可以相互聯(lián)系，但是人與人之間的直接聯(lián)系卻變得稀少了。