絕密★啟用前2009年全國(guó)碩士研究生招生考試英語(yǔ)（科目代碼：201）☆考生注意事項(xiàng)☆答題前，考生須在試題冊(cè)指定位置上填寫(xiě)考生編號(hào)和考生姓名；在答題卡考生須把試題冊(cè)上的“試卷?xiàng)l形碼”粘貼條取下，粘貼在答題卡的“試卷?xiàng)l形碼粘貼位置”框中。不按規(guī)定粘貼條形碼而影響評(píng)卷結(jié)果的，責(zé)任由考生自負(fù)。選擇題的答案必須涂寫(xiě)在答題卡相應(yīng)題號(hào)的選項(xiàng)上，非選擇題的答案必須書(shū)寫(xiě)在答題卡指定位置的邊框區(qū)域內(nèi)。超出答題區(qū)域書(shū)寫(xiě)的答案無(wú)效；在草稿紙、試題冊(cè)上答題無(wú)效。填（書(shū)）寫(xiě)部分必須使用黑色字跡簽字筆書(shū)寫(xiě)，字跡工整、筆跡清楚；涂2B鉛筆填涂。考試結(jié)束，將答題卡和試題冊(cè)按規(guī)定交回。（以下信息考生必須認(rèn)真填寫(xiě)）考生編號(hào)考生姓名英語(yǔ)試題.PAGE英語(yǔ)試題.PAGE1.（14頁(yè)）SectionI UseofEnglishDirections:Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDonANSWERSHEET1.(10points)Researchonanimalintelligencealwaysmakesuswonderjusthowsmarthumansare.1thefruit-flyexperimentsdescribedbyCarlZimmerintheScienceFruitflieswhoweretaughttobesmarterthantheaveragefruitfly2toliveshorterlives.Thissuggeststhat3bulbsburnlonger,thatthereisa(n)4innotbeingtoobright.Intelligence,it5,isahigh-pricedoption.Ittakesmoreupkeep,burnsmorefuelandisslow6thestartinglinebecauseitdependsonlearning–a(n)7 process–insteadofinstinct.Plentyofotherspeciesareabletolearn,andoneofthethingsthey’veapparentlylearnediswhento8 .Isthereanadaptivevalueto9intelligence?thequestionbehindthisnewresearch.Insteadofcastingawistfulglance10atallthespecieswe’veleftinthedustI.Q.-wise,itimplicitlyaskswhattherealofourownintelligencemightbe.Thisis12themindofeveryanimalwe’veevermet.Researchonanimalintelligencealsomakesuswonderwhatexperimentsanimalswould13onhumansiftheyhadthechance.Everycatwithanowner,14,isrunningasmall-scalestudyinoperantconditioning.15ranthelabs,theywouldtestusto16thelimitsofourpatience,ourfaithfulness,ourmemoryforlocations.Theywouldtrytodecidewhatintelligenceinhumansisreally17,notmerelyhowmuchofitthereis.18,theywouldhopetostudya(n)19question:Arehumansactuallyawareoftheworldtheylivein?20theresultsareinconclusive.1.[A]Suppose[B]Consider[C]Observe[D]Imagine2.[A]tended[B]feared[C]happened[D]threatened3.[A]thinner[B]stabler[C]lighter[D]dimmer4.[A]tendency[B]advantage[C]inclination[D]priority5.[A]insistson[B]sumsup[C]turnsout[D]putsforward6.[A]off[B]behind[C]over[D]along7.[A]incredible[B]spontaneous[C]inevitable[D]gradual8.[A]fight[B]doubt[C]stop[D]think9.[A]invisible[B]limited[C]indefinite[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]bychance[B]incontrast[C]asusual[D]forinstance15.[A]if[B]unless[C]as[D]lest16.[A]moderate[B]overcome[C]determine[D]reach17.[A]at[B]for[C]after[D]with18.[A]Aboveall[B]Afterall[C]However[D]Otherwise19.[A]fundamental[B]comprehensive[C]equivalent[D]hostile20.[A]Byaccident[B]Intime[C]Sofar[D]BetterstillSectionII ReadingComprehensionPartADirections:Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.MarkyouranswersonANSWERSHEET1.(40points)Text1Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine.“Notchoice,buthabitrulestheunreflectingherd,”WilliamWordsworthsaidinthe19thcentury.Intheever-changing21stcentury,eventheword“habit”carriesanegativeimplication.Soitseemsparadoxicaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelpaths,andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.Ratherthandismissingourselvesasunchangeablecreaturesofhabit,wecaninsteaddirectourownchangebyconsciouslydevelopingnewhabits.Infact,themorenewthingswetry–themorewestepoutsideourcomfortzone–theweintheandinourButdon’tbothertryingtokilloffoldhabits;oncethoserutsofprocedurearewornintothebrain,they’retheretoInstead,thenewhabitswedeliberatelypressintoourselvescreateparallelpathwaysthatcanbypassthoseoldroads.“Thefirstthingneededforinnovationisafascinationwithwonder,”saysDawnaMarkova,authorofTheOpenMind.“Butwearetaughtinsteadto‘decide’,justasourpresidentcallshimself‘theDecider’.”Sheadds,however,that“todecideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities.”Allofusworkthroughproblemsinwaysofwhichwe’reunaware,shesays.Researchersinthelate1960sdiscoveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:analytically,procedurally,relationally(orcollaboratively)andinnovatively.Attheendofadolescence,however,thebrainshutsdownhalfofthatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesofthought.“ThisbreaksthemajorruleintheAmericanbeliefsystem–thatanyonecandoanything,”explainsM.J.Ryan,authorofthe2006bookThisYearIWill...andMs.Markova’sbusinesspartner.“That’saliethatwehaveperpetuated,anditfosterscommonness.Knowingwhatyou’regoodatanddoingevenmoreofitcreatesexcellence.”Thisiswheredevelopingnewhabitscomesin.英語(yǔ)試題.PAGE英語(yǔ)試題.PAGE4.（14頁(yè)）In“habits”ischaracterizedbybeingcasual.familiar.mechanical.changeable.Brainresearchershavediscoveredthattheformationofnewhabitscanbepredicted.regulated.traced.guided.Theword“ruts”(Para.4)isclosestinmeaningtotracks.series.characteristics.connections.DawnaMarkovawouldmostprobablyagreethatideasarebornofarelaxingmind.innovativenesscouldbetaught.decisivenessderivesfromfantasticideas.curiosityactivatesmentssuggestthatthepracticeofstandardizedtestingpreventsnewhabitsfrombeingformed.nolongeremphasizescommonness.maintainstheinherentAmericanplieswiththeAmericanbeliefsystem.Text2Itisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdom–oratleastconfirmthatthedad.Allheneedstodoisshellout$30forapaternitytestingkit(PTK)athislocaldrugstore–andanother$120togettheresults.Morethan60,000peoplehavepurchasedthePTKssincetheyfirstbecameavailablewithoutprescriptionslastyear,accordingtoDougFogg,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.MorethantwodozencompaniessellDNAtestsdirectlytothepublic,ranginginpricefromafewhundreddollarstomorethan$2,500.Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheirbiologicalrelativesandfamiliescanusetotrackdownkidsputupforadoption.DNAtestingisalsothelatestrageamongpassionategenealogists–andsupportsbusinessesthatoffertosearchforageographicroots.Mosttestsrequirecollectingcellsbyswabbingsalivainthemouthandsendingittothecompanyfortesting.AlltestsrequireapotentialcandidatewithwhomtocompareDNA.Butsomeobserversareskeptical.akindoffalseprecisionbeinghawkedbypeopleclaimingtheyaredoingancestrytesting,”saysDuster,aNewUniversitysociologist.Henotesthateachindividualhasmanyancestors–numberinginthehundredsjustafewcenturiesback.mostancestrytestingonlyconsidersasinglelineage,eithertheYchromosomeinheritedthroughmeninafather’slineormitochondrialDNA,whichispasseddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,eventhough,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsfourgenerationsback,14othergreat-great-grandparents.Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared.Databasesusedbysomecompaniesdon’trelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemayhavealotofdatafromsomeregionsandnotothers,soaperson’stestresultsmaydifferdependingonthecompanythatprocessestheresults.Inaddition,thecomputerprogramsacompanyusestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideevaluation.InParagraphs1and2,thetextshowseasyavailability.flexibilityinpricing.successfulpromotion.popularitywithhouseholds.PTKisusedtolocatebirthmotegeneticresearch.identifyparent-childkinship.choosechildrenforadoption.Skepticalobserversbelievethatancestrytestingfailstotracedistantancestors.rebuildreliablebloodlines.fullyusegeneticinformation.achievetheclaimedaccuracy.Inthelastparagraph,aproblemcommercialgenetictestingfacesisdisorganizeddatacollection.overlappingdatabasebuilding.excessivesamplecomparison.lackofpatentevaluation.AnappropriatetitleforthetextismostlikelytobeForsandAgainstsofDNADNAandItsProblems.DNAOutsidetheLab.LiesBehindDNAText3Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalike.Progressinbothareasisundoubtedlynecessaryforthesocial,political,andintellectualdevelopmentoftheseandallothersocieties;however,theconventionalviewthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.arefortunatethatitis,becausebuildingneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicallyhigherproductivityand,asaresult,radicallyhigherstandardsofliving.Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,withthecountryenteringarecessionandJapanatitspre-bubblepeak,theU.S.workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthepoorU.S.economicperformance.Japanwas,andremains,thegloballeaderinautomotive-assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHonda,Nissan,andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterparts–aresultofthetrainingthatU.S.workersreceivedonthejob.Morerecently,whileexamininghousingconstruction,theresearchersdiscoveredthatilliterate,non-English-speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustry’swork.Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehavetosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdon’tforceit.Afterall,that’showeducationgotstarted.Whenourancestorswerehuntersandgatherers10,000yearsago,theydidn’thavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.Aseducationimproved,humanity’sproductivitypotentialincreasedaswell.Whenthecompetitiveenvironmentpushedourancestorstoachievethatpotential,theycouldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackofformaleducation,however,doesn’tconstraintheabilityofthedevelopingworkforcetosubstantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary,constraintsonimprovingproductivityexplainwhyeducationisn’tdevelopingmorequicklytherethanitis.TheauthorholdsinParagraph1thattheimportanceofeducationinpoorcountriesissubjecttogroundlessdoubts.hasfallenvictimofbias.isconventionallydowngraded.hasbeenoverestimated.ItisstatedinParagraph1thattheconstructionofaneweducationalsystemchallengeseconomistsandpoliticians.takeseffortsofgenerations.demandspriorityfromthegovernment.requiressufficientlaborforce.AmajordifferencebetweentheJapaneseandU.S.workforcesisthattheJapaneseworkforceisbetterdisciplined.theJapaneseworkforceismoreproductive.theU.S.workforcehasabettereducation.theU.S.workforceismoreorganized.Theauthorquotestheexampleofourancestorstoshowthateducationemergedwhenpeoplehadenoughtime.priortobetterwaysoffindingfood.whenpeoplenolongerwenthungry.asaresultofpressureongovernment.Accordingtothelastparagraph,developmentofeducationresultsdirectlyfromcompetitiveenvironments.doesnotdependoneconomicperformance.followsimprovedproductivity.cannotaffordpoliticalchanges.Text4ThemostthoroughlystudiedintellectualsinthehistoryoftheNewWorldaretheministersandpoliticalleadersofseventeenth-centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy,nowhereelseincolonialAmericawas“somuchimportanceattachedtointellectualpursuits.”Accordingtomanybooksandarticles,NewEngland’sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominantPuritantraditioninAmericanintellectuallife.takethisapproachtotheNewEnglandersnormallymeanstostartwiththePuritans’theologicalinnovationsandtheirdistinctiveideasaboutthechurch–importantsubjectsthatwemaynotneglect.Butinkeepingwithourexaminationofsouthernintellectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeanculture,adjustingtoNewcircumstances.TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.BesidestheninetyorsolearnedministerswhocametoMassachusettschurchesinthedecadeafter1629,therewerepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehejourneyedtoBoston.Thesemenwroteandpublishedextensively,reachingbothNewandOldaudiences,andgivingNewEnglandanatmosphereofintellectualearnestness.Weshouldnotforget,however,thatmostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers,letalonedependentsandservants,leftliterarycompositionstobeanalyzed,itisobviousthattheirviewswerelessfullyintellectualized.Theirthinkingoftenhadatraditionalsuperstitiousquality.AtailornamedJohnDane,whoemigratedinthelate1630s,leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.Sexualconfusion,economicfrustrations,andreligioushope–allcametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthatthefirstlinehesawwouldsettlehisfate,andreadthemagicalwords:“Comeoutfromamongthem,touchnouncleanthing,andIwillbeyourGodandyoushallbemypeople.”O(jiān)newonderswhatDanethoughtofthecarefulsermonsexplainingtheBiblethatheheardinPuritanchurches.Meanwhile,manysettlershadslighterreligiouscommitmentsthanasoneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewforreligion.“Ourmainendwastocatchfish.”英語(yǔ)試題.PAGE英語(yǔ)試題.PAGE10.（14頁(yè)）Theauthorholdsthatintheseventeenth-centuryNewEnglandPuritantraditiondominatedellectualinterestswereencouraged.politicsbenefitedmuchfromellectualpursuitsenjoyedaliberalenvironment.ItissuggestedinParagraph2thatNewEnglandersexperiencedacomparativelypeacefulearlyhistory.broughtwiththemthecultureoftheOldpaidlittleattentiontosouthernintellectuallife.wereobsessedwithreligiousinnovations.TheearlyministersandpoliticalleadersinMassachusettsBaywerefamousintheNewfortheirwritings.gainedincreasingimportanceinreligiousaffairs.abandonedhighpositionsbeforecomingtotheNewcreatedanewintellectualatmosphereinNewEngland.ThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswereofteninfluencedbysuperstitions.troubledwithreligiousbeliefs.puzzledbychurchsermons.frustratedwithfamilyearnings.ThetextsuggeststhatearlysettlersinNewEnglandweremostlyengagedinpoliticalactivities.weremotivatedbyanillusoryprospect.camefromdifferentintellectualbackgrounds.leftfewformalrecordsforlaterreference.PartBDirections:Inthefollowingtext,somesegmentshavebeenremoved.ForQuestions41-45,choosethemostsuitableonefromthelistA-Gtofitintoeachofthenumberedblanks.Therearetwoextrachoices,whichdonotfitinanyoftheblanks.MarkyouranswersonANSWERSHEET1.(10points)CoincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedbyBritishnaturalistCharlesDarwininthe1860s,BritishsocialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicalandculturalevolution.Spencerarguedthatallworldlyphenomena,includinghumansocieties,changedovertime,advancingtowardperfection.(41) AmericansocialscientistLewisHenryMorganintroducedanothertheoryofculturalevolutioninthelate1800s.Morganhelpedfoundmodern–theofand–thusbecomingoneoftheearliestanthropologists.Inhiswork,heattemptedtoshowhowallaspectsofculturechangedtogetherintheevolutionofsocieties.(42) Intheearly1900sinNorthAmerica,German-bornAmericananthropologistFranzBoasdevelopedanewtheoryofcultureknownashistoricalparticularism.Historicalparticularism,whichemphasizedtheuniquenessofallcultures,gavenewdirectiontoanthropology.(43) Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofauniquehistoryandnotasoneofmanyculturesbelongingtoabroaderevolutionarystageortypeofculture.(44) HistoricalparticularismbecameadominantapproachtothestudyofcultureinAmericananthropology,largelythroughtheinfluenceofmanystudentsofBoas.Butanumberofanthropologistsintheearly1900salsorejectedtheparticularisttheoryofcultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportantculturalachievementtotheinventionsofaespeciallygiftedpeoplesthat,accordingtodiffusionists,thenspreadtoothercultures.(45) Alsointheearly1900s,FrenchsociologistémileDurkheimdevelopedatheoryofculturethatwouldgreatlyinfluenceanthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforcesocialsolidarity.AninterestintherelationshipbetweenthefunctionofsocietyandculturebecameamajorthemeinEuropean,andespeciallyBritish,anthropology.Otheranthropologistsbelievedthatculturalinnovations,suchasinventions,hadasingleoriginandpassedfromsocietytosociety.Thistheorywasknownasdiffusionism.Inordertostudyparticularculturesascompletelyaspossible,hebecameskilledinlinguistics,thestudyoflanguages,andinphysicalanthropology,thestudyofhumanbiologyandanatomy.Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe“survivalofthefittest,”inwhichweakerracesandsocietiesmusteventuallybereplacedbystronger,moreadvancedracesandsocieties.Theyalsofocusedonimportantritualsthatappearedtopreserveapeople’ssocialstructure,suchasinitiationceremoniesthatformallysignifychildren’sentranceintoadulthood.Thus,inhisdiverseaspectsofculture,suchasthestructureoffamilies,formsofmarriage,categoriesofkinship,ownershipofproperty,formsofgovernment,technology,andsystemsoffoodproduction,allchangedassocietiesevolved.Supportersofthetheoryviewedcultureasacollectionofintegratedpartsthatworktogethertokeepasocietyfunctioning.Forexample,BritishanthropologistsGraftonElliotSmithandJ.Perryincorrectlysuggested,onthebasisofinadequateinformation,thatfarming,potterymaking,andmetallurgyalloriginatedinancientEgyptanddiffusedthroughouttheworld.Infact,alloftheseculturaldevelopmentsoccurredseparatelyatdifferenttimesinmanypartsoftheworld.PartCDirections:ReadthefollowingtextcarefullyandthentranslatetheunderlinedsegmentsintoChinese.YourtranslationshouldbewrittenclearlyonANSWERSHEET2.(10points)Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothersandthedeliberateeducatingoftheyoung.Intheformercasetheeducationisincidental;itisnaturalandimportant,butitisnottheexpressreasonoftheassociation.(46)Itmaybesaidthatthemeasureoftheworthofanysocialinstitutionisitseffectinenlargingandimprovingexperience,butthiseffectisnotapartofitsoriginalmotive.Religiousassociationsbegan,forexample,inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesiretogratifyappetitesandsecurefamilyperpetuity;systematiclabor,forth