如何复习2009英语专业考研英美文学专业课, 在这个阶段，对于英语专业考研的考生们来说，通过对基础英语系统的学习后，已经进入了一个强化训练时期。而另一方面，对于英语专业考研专业课，面对众多的英美文学参考书，怎么从中找出英语专业考研的考试重点，在有限的时间中将该掌握的知识掌握，充分地有针对性的投入复习，是这个阶段的关键。
从英美文学考试来看，各英语专业院校参考书五花八门，深浅不一、版本不同。有的学校指定张伯香的《英美文学选读》，有的指定吴伟仁的《英国文学史及选读》和《美国文学史及选读》，还有指定刘炳善的《英国文学简史》、常耀信的《美国文学简史》、陈嘉的《英国文学史》、杨岂深的《英国文学选读》等等，从我个人的考研、考博最初经历来看，要想找到一本容易读、线路清晰的，适合自身能力的指导书用来复习，确实很难。
为了给备考2009年英语专业考研的同学提供一些英美文学专业的指导，环球时代学校特别安排了专业课导读，希望能给同学们提供帮助。
首先，我认为，不管哪所学校指定哪本参考书，都不是至关重要的，关键的是，你要从书中真正找到英语专业考研的核心，如何找到核心，清晰的复习，来源于多年的经验总结。现在，我们要求同学们应该把你准备报考院校的指定书《英国文学》《美国文学》通读1-2遍，找到一根主线，按照年代、找到重要作家、作品，构筑文学框架，这样你就能较轻松地在浩如烟海的文学世界里自由翱翔了。
比如，对于英国文学，同学们可以将其分成5个阶段:第一中古时期，第二文艺复兴时期，第三启蒙主义时期，第四浪漫主义时期，第五批判现实主义时期。美国文学可以分为早期和浪漫主义时期、现实主义时期以及现代主义时期三个阶段。然后要搞清楚每个阶段重要的作家流派、学术思潮，重要作品以及作品的主题，大家要记住英语专业考研虽然各校出题不一，但任何学校都跑不出共核。其实，无论
是文学还是语言学、文化、翻译等等，版本不重要，内容最重要～环球时代是把中国所有的英语专业考研院校指定的教材都拿来进行审视，综合的讲解。对于不考文学的考生，在这里我奉劝大家最好听听，因为考翻译要有文学积累文学素养，有些基础英语的阅读本身就是文学作品。比如考北师有文学赏析题，怎么做到不知道也能得分，就是要掌握一个看书、背书及答题的原则。《英语专业考研英美文学考点测评》中我给大家提供了一个全景图，建议大家一定要把它背下来。这样可以帮助你全面系统地了解英美文学，给你的复习提供一个清晰完整的思路。祝大家2009年考研取得好成绩。
2009年全国研究生入学考试英语试题及答案 Section ⅠUse 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 othe r 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
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, 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
2009年考研英语真题原文及答案完整版 Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points) Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright. Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning - a gradual 7 - instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to 8 . Is there an adaptive value to 9 intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I've ever met. Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain.
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 I.Q.-’wise,ve leftitimplicitlyinthedust asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I 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
2009年考研英语完形填空真题解析 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 , 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 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. 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
2009年硕士研究生入学考试考研英语真题答案 1. B.本题考查动词，后面的宾语是“the fruit-fly experiments described…”，suppose 表示“假设”，observe表示“观察”，image表示“想象”，Consider“考虑”，代入文中表示“考虑已经被描述出来的实验”，符合语境。 2. A.本题考查动词短语，happen to(碰巧)，fear to(唯恐…)，be threatened to被恐吓…。tend to do表示“有…倾向，往往…”，代入文中表示比较聪明的果蝇往往寿命较短。 3. D.本题考查形容词，lighter更轻的，thinner更瘦的，stabler更稳定的，dimmer 比较暗淡的，本句是前一句推出的结论，即由“果蝇越聪明寿命越短”推出“灯泡越暗使用时间越长”。 4. B.本题考查名词。由前半句“灯泡越暗使用时间越长”推出“这是不特别亮的灯泡的一个优点”。tendency倾向，advantage优势，inclination倾向，priority优先权。 5. C.本题考查动词短语，turns out证明是，insist on坚持，sum up总结，put forward 提出。 6. A.本题考查介词，off表示离开。代入文中表示离开起点时。 7. D.incredible难以置信的，spontaneous自发的，inevitable不可避免的，gradual 渐进的。学习是一个渐进的过程，所以选gradual. 8. C.本文的主旨是智力需要昂贵的代价。大量的物种会学习，但它们首先学会的是知道什么时候停止学习，与上文的例子灯泡呼应。四个选项中，fight表示斗争，doubt表示怀疑，stop表示停止，think表示思考，正确答案为C 9. B.本题考查形容词，修饰intelligence。invisible看不见的，indefinite不确定的，这两个选项意思不符合，排除。different不同的，limited有限的。因为所有物种的智力都是有限的，所以limited符合文意。 10.D.cast a glance backward“回顾”，固定搭配。 11.D.feature特征，influence影响，result结果，cost代价。Cost“代价”与文中“事实证明，智力是要付出代价”相呼应。 12.B.本题考查介词，on the mind of“为…着想”，by the mind“通过思考”，outside 和across不与mind的搭配。 13.C.本题考查动词，与之搭配的宾语是experiments ，选项中perform能与experiments 搭配，表示“做实验”。deliver递送，carry运送，apply应用。
2009年考研英语阅读理解全文翻译.doc
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 sai d 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. 习惯是件有趣的事情。我们无意识间养成了一些习惯，我们的大脑是自动运转的，轻松进入熟知套路所带来的不自觉舒适状态。“这并非选择，而是习惯控制了那些没有思想的人”，这是威廉?华兹华斯（William Wordsworth）19世纪时说的话。在现在这个日新月异的21世纪，甚至习惯这个词本身也带有负面涵义。因此，在创造和革新的背景下来谈论习惯，似乎显得有点矛盾。 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 deli berately ingrain into ourselves create parallel pathways that can bypass those old roads. 但大脑研究人员发现，当我们有意识地培养新的习惯的时候，我们创建了平行路径，甚至是全新的脑细胞，可以让我们的思路跳转到新的创新轨道上来。但是，不必费心试图摈弃各种旧习惯；一旦这些程序惯例融进大脑，它们就会留在那里。相反，我们刻意培养的新习惯会创建平行路径能避开原来那些老路。 “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 a dds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”
2009年Part C 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（原动机）. 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（性格）, it is not as 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. 46．尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。 47. 这个制度的副产品仅仅是为人们所逐步注意到，而在实施这种制度时，认为这 种影响是一个制约因素则仍然更为缓慢。
2009考研英语（二）真题及答案解析 Directions：For each numbered blank in the following passage，there are four choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET with a pencil. In1999, the price of oil hovered around $16 a barrel. By 2008, it had 21 the $100 a barrel mark. The reasons for the surge 22 from the dramatic growth of the economies of china and India to widespread 23 in oil-producing regions, including Iraq and Nigeria's delta region. Triple-digit oil prices have 24 the economic and political map of the world, 25 some old notions of power. Oil-rich nations are enjoying historic gains and opportunities, 26 major importers—including china and India, home to a third of the world's population 27 rising economic and social costs. Managing this new order is fast becoming a central 28 of global politics. Countries that need oil are clawing at each other to 29 scarce supplies, and are willing to deal with any government, 30 how unpleasant, to do it . In many poor nations with oil , the profits are being ,lost to corruption, 31 these countries of their best hope for development. And oil is fueling enormous investment funds run by foreign governments, 32 some in the west see as a new threat. Countries like Russia, Venezuela and Iran are well supplied with rising oil 33 , a change reflected in newly aggressive foreign policies. But some unexpected countries are reaping benefits, 34 costs, from higher prices. Consider Germany. 35 it imports virtually all its oil, it has prospered from extensive trade with a booming Russia and the Middle East. German exports to Russia 36 128 percent from 2001 to 2006. In the United States, as already high gas prices rose 37 higher in the spring of 2008,the issue cropped up in the presidential campaign, with Senators McCain and Obama 38 for a federal gas tax holiday during the peak summer driving months. And driving habits began to 39 ,as sales of small cars jumped and mass transport systems 40 the country reported a sharp increase in riders. 21. A. come B. gone C. crossed D. arrived 22. A. covered B. discovered C. arranged D. ranged
2009年考研英语（一）试题 Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points) Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright. Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning - a gradual 7 - instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 . Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met. Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive. 1. [A] Suppose [B] Consider [C] Observe [D] Imagine 2. [A] tended [B] feared [C] happened [D] threatened 3. [A] thinner [B] stabler [C] lighter [D] dimmer 4. [A] tendency [B] advantage [C] inclination [D] priority 5. [A] insists on [B] sums up [C] turns out [D] puts forward 6. [A] off [B] behind [C] over [D] along 7. [A] incredible [B] spontaneous [C]inevitable [D] gradual 8. [A] fight [B] doubt [C] stop [D] think 9. [A] invisible [B] limited [C] indefinite [D] different