2009年考研英语真题和答案 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 smar humans are. 1 the fruit-fly experiments described in Carl Zimmers piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright Intelligence, it 5 out, is a high-priced option. It takes 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 apparent ly 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 g lance 10 at all the species we,ve left in the dust IQ.-wise, it implicitly asks what the real 11
2009 年考研英语真题和答案 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 4, 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 Consider [C] Observe [D] Imagine 2. [A] tended feared [c] happened [D] threatened 3. [A] thinner stabler [c] lighter [D] dimmer [A] tendency advantage [c] inclination [D] priority 5. [A] insists on sums up [c] turns out [D] puts forward 6. [A] off behind [c] over [D] along 7. [A] incredible spontaneous [C]inevitable [D] gradual
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 Consider [C] Observe [D] Imagine 2. [A] tended feared [C] happened [D] threatened 3. [A] thinner stabler [C] lighter [D] dimmer 4. [A] tendency advantage [C] inclination [D] priority 5. [A] insists on sums up [C] turns out [D] puts forward 6. [A] off behind [C] over [D] along 7. [A] incredible spontaneous [C]inevitable [D] gradual
8. [A] fight doubt [C] stop [D] think 9. [A] invisible limited [c] indefinite [D] different 10. [A] upward forward [c] afterward [D] backward 11. [A] features influences [c] results [D] cost 12. [A] outside on [c] ]across 13. [A] deliver carry [C] perform [D] apply 14. [A] by chance in contrast [C] as usual [D] for instance 15. [A] if unless [c] as [D] lest 16. [A] moderate overcome [c] determine [D] reach 17. [A] at for [c] after [D] with 18. [A] Above all After all [c] However [D] Otherwise 19. [A] fundamental comprehensive [C] equivalent [D] hostile 20. [A] By accident In time [C] So far [D] Better still Section II Reading Comprehension Part A
8. [A] fight doubt [C] stop [D] think 9. [A] invisible limited [C] indefinite [D] different 10. [A] upward forward [C] afterward [D] backward 11. [A] features influences [C] results [D] costs 12. [A] outside on [C] by [D] across 13. [A] deliver carry [C] perform [D] apply 14. [A] by chance in contrast [C] as usual [D] for instance 15. [A] if unless [C] as [D] lest 16. [A] moderate overcome [C] determine [D] reach 17. [A] at for [C] after [D] with 18. [A] Above all After all [C] However [D] Otherwise 19. [A] fundamental comprehensive [C] equivalent [D] hostile 20. [A] By accident 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 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 path 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
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 todecide, just as our president calls himself 'the Decider She adds however, that to decide is to kill off all possibilities but one. a good innovational thinker is always exploring the many other possibilities All of us work through problems in ways of which were unaware, she says 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 cade 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 any thing " 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
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