2009年考研英语一真题(附答案)

2009年考研英语真题注释+答案解析（中英文对照版）一、完型填空文章大意：介绍了对动物智力研究所引发的思考。

Research on animal intelligence always makes me wonder just how smart humans are.1 Consider“考虑”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 tend to do表示“有…倾向，往往…”to live shorter lives. This suggests that 3 dimmer比较暗淡的bulbs burn longer, that there is an 4 advantage优势in not being too terrifically bright.通过对动物智力的研究，提出：聪明是要付出代价的。

Intelligence, it 5 turns out证明是out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 off 离开起点时the starting line because it depends on learning —a 7 gradual渐进的（学习是一个渐进的过程）process —instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to8 stop 停止(本文的主旨是智力需要昂贵的代价。

2009年全国硕士研究生招生考试英语（一）试题Section I Use of EnglishDirections: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. 1 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 burn longer, that there is a(n) 4 in not being too bright.Intelligence, it 5 , is a high-priced option. It takes more upkeep, burns more fuel and isslow 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 to9 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 animalswould 13 on humans if they had the chance. Every cat with an owner, 14 , is running asmall-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 a(n) 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] 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] insists on [B] sums up [C] turns out [D] puts forward6.[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] by chance [B] in contrast [C] as usual [D] for instance15.[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] Above all [B] After all [C] However [D] Otherwise19.[A] fundamental [B] comprehensive [C] equivalent [D] hostile20.[A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections: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)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of famili ar 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 paradoxical to talk about habits in the same contextas 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 wetry — 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 1960 discovered that humans are born 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 —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. In Wordsworth’s view, “habits” is characterized by being .[A] casual[B] familiar[C] mechanical[D] changeable.22. Brain researchers have discovered that the formation of habit can be .[A] predicted[B] regulated[C] traced[D] guided23. “ruts”(Line 1, Paragraph 4) is closest in meaning to .[A] tracks[B] series[C] characteristics[D] connections24. Dawna Markova would 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 minds25. Ryan’s comments suggest that the practice of standardized t esting[A] prevents new habits from being formed[B] no longer emphasizes commonness[C] maintains the inherent American thinking model[D] complies with the American belief systemText 2It 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 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 theyfirst become available without prescriptions last years, 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 $2500.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 — 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 is 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.26. In paragraphs 1 and 2, the text shows PTK’s _________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to ________.[A] locate one’s birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. 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 accuracy29. 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 evaluation30. 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 TestingText 3The 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 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 examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently metbest-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 for the foreseeable 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 importance of education in poor countries ___.[A] is subject to groundless doubts[B] has fallen victim of bias[C] is conventionally downgraded[D] has been overestimated32. It is stated in paragraph 1 that the 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 force33. 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 organize34. 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 hungry[D] as a result of pressure on government35. 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 changesText 4The most thoroughly studied intellectuals in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to thes tandard 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 crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, 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 name 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 won ders what Dane thought of the careful sermons explaining the Bible that he heard in Puritan churches.Meanwhile, 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 environment37. 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 innovations38. 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 England39. The story of John Dane shows that less well-educated NewEnglanders were often _____.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. 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 referencePart BDirections: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 modern 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 1900s in North America, German-born American anthropologist Franz Boasdeveloped 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 Émile Durkheimdeveloped 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 ofsociety and culture 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, he became skilledin 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 CDirections: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 andimportant, 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 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 commonlife 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 mainlyrely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.SectionⅢWritingPart A51.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 to1) give your opinions briefly, and2) make two or three suggestionsYou should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. Do not write the address. (10 points)Part B52. Directions:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)网络的“近”与“远”。

2009考研英语一text3【原创版】目录一、背景介绍1.2009 年考研英语一真题及答案解析2.文档格式：.pdf3.文档大小：5.67M4.文档页数：36 页5.收藏人数：56.评论次数：07.文档热度：8.文档分类：资格认证考试--公务员考试二、考研英语一真题的重要性1.对考生的指导意义2.对考试命题的参考价值三、真题及答案解析的详细内容1.题型分布2.题目解析3.答案解析四、结论1.考研英语一真题对考生的重要性2.对考试命题的参考价值正文一、背景介绍本文旨在为考生提供一份 2009 年考研英语一的真题及答案解析。

该真题是 2021 年 2 月 4 日上传至网络的，以.pdf 格式存在，文档大小为 5.67M，共有 36 页。

至 2022 年 12 月，已有 5 人收藏，但尚无评论。

根据文档的热度分类，该文件属于“资格认证考试--公务员考试”类别。

二、考研英语一真题的重要性考研英语一真题对于考生来说具有重要的指导意义。

通过真题的学习，考生可以了解考试的题型分布、题目难度和解题技巧，从而为考试做好充分的准备。

此外，真题还对考试命题具有参考价值，可以帮助命题人员了解考生的实际需求，以制定更为合适的考试内容。

三、真题及答案解析的详细内容本次提供的真题包括各种题型，如阅读理解、完形填空、翻译等。

每道题目都提供了详细的解析，帮助考生理解题目的意思并找到正确答案。

同时，答案解析部分还对试题的答案进行了解释，让考生明白答案的来龙去脉。

四、结论总的来说，2009 年考研英语一真题及答案解析对考生具有重要的参考价值。

通过学习真题，考生可以更好地了解考试的题型和难度，为考试做好充分的准备。

此外，真题还对考试命题具有参考价值，可以帮助命题人员制定更为合适的考试内容。

考研英语真题答案2009 考研英语真题答案2009年的试卷通常包括阅读理解、完形填空、翻译和写作等部分。以下是一份模拟的答案，请注意，这些答案仅供参考，实际答案应以官方发布的为准。

阅读理解 1. 答案：B 解析：根据文章第二段的描述，可以推断出B选项是正确的。

2. 答案：D 解析：文章最后一段提到了D选项中的观点，是作者对主题的总结。

3. 答案：A 解析：通过文章中提到的具体数据和例子，可以判断A选项是文章支持的观点。

4. 答案：C 解析：文章第三段明确指出了C选项中的观点，是作者对某一现象的评论。

5. 答案：E 解析：文章开头部分提到了E选项中的信息，是文章引入主题的背景。

完形填空 1. 答案：through 解析：根据上下文，这里需要一个介词，表示“通过”。

2. 答案：in 解析：这里需要一个介词，表示“在...方面”。

3. 答案：that 解析：引导定语从句，修饰先行词“the book”。

4. 答案：to 解析：这里需要一个介词，表示“向”。

5. 答案：over 解析：表示“超过”，与后面的数字形成比较级。

翻译 1. 答案：尽管他努力工作，但他还是没能按时完成项目。 解析：注意“尽管”和“没能”的翻译，以及“按时完成项目”的表达。

2. 答案：她对艺术的热爱使她决定成为一名艺术家。 解析：注意“热爱”和“使她决定”的翻译。

写作 - 题目：请你谈谈对“网络时代”的看法。 - 参考范文： 随着科技的发展，我们进入了网络时代。网络时代为我们的生活带来了极大的便利，我们可以随时随地获取信息，进行交流。然而，网络时代也带来了一些问题，比如隐私泄露和网络安全问题。我们应该正确使用网络，保护个人信息，同时享受网络时代带来的便利。

请记住，这只是一个模拟答案，实际的考研英语真题答案需要根据当年的考试内容来确定。考生应以实际考试时的试卷和官方答案为准。同时，考生应加强平时的练习和复习，以便在考试中取得好成绩。

A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best, its workers the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.It was inevitable that this primacy should have narrowed as other countries grew richer. Just as inevitably, the retreat from predominance proved painful. By the mid-1980s Americans had found themselves at a loss over their fading industrial competitiveness. Some huge American industries, such as consumer electronics, had shrunk or vanished in the face of foreign competition. By 1987 there was only one American television maker left, Zenith. (Now there is none: Zenith was bought by South Korea's LG Electronics in July。

2009年考研英语完形真题及答案解析（一）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 cal study in ope rant 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] 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] insists on[B] sums up[C] turns out[D] puts forward6. [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] by chance[B] in contrast[C] as usual[D] for instance15. [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] Above all[B] After all[C] However[D] Otherwise19. [A] fundamental[B] comprehensive[C] equivalent[D] hostile20. [A] By accident[B] In time[C] So far[D] Better still文章背景本文是一篇讲述动物智能、偏重科技的文章。

2009年考研英语真题答案完整版：1-10 BADBC BDCAB11-20 CADDA DCBBD21-25 BDAAA26-30 ACAAB31-35DBBCC36-40 DDDAC41-45 35216Part CDirections: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.46题有人说，测量任何学校的价值是扩大和提高经验的影响，这种影响是最初动机的一部分47题只有逐渐注意机构的副产品，并且逐渐增多，它才能初人民认为是机构产品的一个直接因素。

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］ 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］ insists on［B］ sums up［C］ turns out［D］ puts forward6. ［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］ by chance［B］ in contrast［C］ as usual［D］ for instance15. ［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］ Above all［B］ After all［C］ However［D］ Otherwise19. ［A］ fundamental［B］ comprehensive［C］ equivalent［D］hostile20. ［A］ By accident［B］ In time［C］ So far［D］ Better still 答案详解1.【解析】［B］语义衔接/词汇辨析题。

【考研】2009年考研英语真题及答案考研对于众多学子来说，是一场充满挑战和机遇的征程。

而考研英语作为其中的重要科目，其真题的研究对于备考具有至关重要的意义。

2009 年的考研英语真题，犹如一本承载着知识与智慧的厚重书籍，等待着我们去翻阅和解读。

在 2009 年考研英语的真题中，我们首先看到的是英语知识运用部分。

这一部分主要考查考生对词汇、语法等基础知识的掌握和运用能力。

题目涵盖了词汇的辨析、固定搭配、语法结构等多个方面。

比如，有关于近义词的区分，要求考生在细微的语义差别中做出准确的选择；还有对复杂句子结构的理解，需要考生清晰地把握句子的逻辑关系，从而找到正确的答案。

阅读理解部分一直是考研英语的重点和难点。

2009 年的阅读理解文章题材广泛，涉及社会科学、自然科学、人文艺术等多个领域。

这些文章不仅在语言上具有一定的难度，更在思想深度和逻辑推理方面对考生提出了较高的要求。

考生需要在有限的时间内，快速阅读并理解文章的主旨大意，捕捉关键信息，同时还要能够对文中的观点进行分析和判断。

新题型部分也是颇具特色。

无论是排序题、小标题匹配题还是段落填空，都考验着考生对文章整体结构和逻辑关系的把握。

这要求考生具备较强的综合分析能力和对语言的敏感度，能够在不同的题型中灵活运用解题技巧。

翻译部分则对考生的语言转换能力进行了考查。

考生需要将给定的英语句子准确、通顺地翻译成汉语，这不仅需要扎实的词汇和语法基础，还需要对中英两种语言的表达方式和文化背景有一定的了解。

写作部分包括小作文和大作文。

小作文通常是应用性的文体，如书信、通知等，考查考生在实际情境中的语言运用能力。

大作文则更注重考生的观点表达、论证能力和语言组织能力，要求考生能够用清晰、连贯的语言阐述自己的观点，并进行充分的论证。

接下来，我们来看一下 2009 年考研英语真题的答案。

对于每一道题目的答案，都有其背后的解题思路和依据。

在英语知识运用部分，答案的得出往往基于对词汇和语法的准确理解。

2009考研英语一text3摘要：I.引言- 介绍考研英语一的背景和重要性- 阐述考研英语一对于考生的挑战和难度II.2009 年考研英语一真题解析- 题型及分值分布- 阅读理解部分解析- 完形填空部分解析- 翻译部分解析- 写作部分解析III.2009 年考研英语一真题答案及解析- 阅读理解部分答案及解析- 完形填空部分答案及解析- 翻译部分答案及解析- 写作部分答案及解析IV.备考建议- 针对考研英语一的备考策略和技巧- 提高考研英语一成绩的方法和技巧正文：考研英语一作为研究生入学考试的一部分，对于许多考生来说是一项巨大的挑战。

2009 年的考研英语一真题，无论是从题型、难度还是分值分布上，都充分体现了考研英语一的考试特点。

因此，对2009 年考研英语一真题的解析和答案，对于考生来说具有很大的参考价值。

首先，我们来了解一下2009 年考研英语一真题的题型及分值分布。

根据题型，2009 年考研英语一真题共分为四个部分：阅读理解、完形填空、翻译和写作。

其中，阅读理解部分占40 分，完形填空部分占20 分，翻译部分占20 分，写作部分占20 分。

总体来看，阅读理解部分占据了考研英语一真题的大部分分值，因此考生需要特别重视这一部分。

接下来，我们来详细解析2009 年考研英语一真题的各个部分。

首先是阅读理解部分，这一部分共分为A、B、C、D 四个小节，每个小节有四篇文章，每篇文章后有五道题目。

通过对2009 年考研英语一真题阅读理解部分的解析，我们可以发现，题目主要考察考生的信息筛选和推断能力，因此考生在阅读文章时需要把握文章的主旨大意，同时注意文章的细节。

完形填空部分则主要考察考生的词汇和语法知识。

通过对2009 年考研英语一真题完形填空部分的解析，我们可以发现，题目中的空格大多数需要考生根据上下文来推断，因此考生在备考过程中需要注重词汇和语法的积累，同时提高自己的阅读理解能力。

翻译部分主要考察考生的英汉互译能力。

2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections: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] 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] insists on [B] sums up [C] turns out [D] puts forward6. [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] by chance [B] in contrast [C] as usual [D] for instance15. [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] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections: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)Text1Habits 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 ther e 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 thi nker 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 beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It 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 households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. 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 accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. 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 testingText 3The 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 overestimated32. 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 force33.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 organize34. 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 government35. 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 changesText 4The 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 Puritan s’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 oftenhad 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 innovations38. 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 England39. 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 earnings40. 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 referencePart BDirections: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 Émile 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 arg ued 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 tha t 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 anddiffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections: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 WritingPart A51. 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 to1)give your opinions briefly and2)make two or three suggestionsYou 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 B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)。

2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text.Choose the best word(s)for each numbered blank and mark A,B,C or D on ANSWER SHEET1.(10points)Research on animal intelligence always makes me wonder just how smart humans are.大1家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大2家to liveshorter lives.This suggests that大3家bulbs burn longer,that there is an大4家in not being too terrifically bright.Intelligence,it大5家out,is a high-priced option.It takes more upkeep,burns more fueland is slow大6家the starting line because it depends on learning—a gradual大7家—instead of instinct.Plenty of other species are able to learn,and one of the things they'veapparently learned is when to大8家.Is there an adaptive value to大9家intelligence?That's the question behind this new research.I like it.Instead of casting a wistful glance大10家at all the species we've left in the dust I.Q.-wise,it implicitly asks what the real大11家of our own intelligence might be.This is大12家the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animals would 大13家on humans if they had the chance.Every cat with an owner,大14家,is running a small-scale study in operant conditioning.we believe that大15家animals ran the labs,they would test us to大16家the limits of our patience,our faithfulness,our memory for terrain. They would try to decide what intelligence in humans is really大1家7,not merely how much of it there is.大18家,they would hope to study a大19家question:Are humansactually aware of the world they live in?大20家the results are inconclusive.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]insists on[B]sums up[C]turns out[D]puts forward6.[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]by chance[B]in contrast[C]as usual[D]for instance15.[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]Above all[B]After all[C]However[D]Otherwise19.[A]fundamental[B]comprehensive[C]equivalent[D]hostile20.[A]By accident[B]In time[C]So far[D]Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts.Answer the questions below each text by choosing A,B,C or D. Mark your answers on ANSWER SHEET1.(40points)Text1Habits 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 the19th century.In the ever-changing21st 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 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 late1960s discovered that humans are born 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—that anyone can do anything,"explains M.J.Ryan, author of the2006book 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 Wordsworth’s view,“habits”is claimed by being________.A.casualB.familiarC.mechanicalD.changeable22.Brain researchers have discovered that the formation of new habits can be________A.predictedB.regulatedC.tracedD.guided23.The word"ruts"(Line1,Paragraph4)is closest meaning to________A.tracksB.seriesC.characteristicsD.connections24.Dawna Markova would most probably agree that________.A.ideas are born of a relaxing mindB.innovativeness could be taughtC.decisiveness derives from fantastic ideasD.curiosity activates creative minds25.Ryan's comments suggest that the practice of standardized testing________A,prevents new habits form being formedB,no longer emphasizes commonnessC,maintains the inherent American thinking modelD,complies with the American belief systemText2It 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$30for paternity testing kit(PTK)at his local drugstore–and another$120to get the results.More than60,000people 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$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—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 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 is passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors,even though,forexample,just three generations back people also have six other great-grandparents or,four generations back,14other 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.26.In paragraphs1and2,the text shows PTK's___________.[A]easy availability[B]flexibility in pricing[C]successful promotion[D]popularity with households27.PTK is used to__________.[A]locate one's birth place[B]promote genetic research[C]identify parent-child kinship[D]choose children for adoption28.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 accuracy29.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 evaluation30.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 TestingText3The 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 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 recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the 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 about95percent 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 gatherers10,000years 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 for the foreseeable 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 paragraph1that 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 overestimated32.It is stated in Paragraph1that 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 force33.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 organize34.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 government35.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 changesText4The 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 church in thedecade after1629,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 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 superstitions quality.A tailor named John Dane,who emigrated in the late1630s,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 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 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 paragraph2that 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 innovations38.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 England39.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 earnings40.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 referencePart BDirections: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.(10points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the1860s,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 late1800s.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 early1900s 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 early1900s 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 early1900s,French sociologistÉmile 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 singleorigin 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 inlinguistics,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 thefittest,"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 ofmarriage,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 keepa society functioning.[G]For example,British anthropologists Grafton Elliot Smith and W.J.Perry incorrectlysuggested,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 CDirections:Read the following text carefully and then translate the underlined segments into Chinese.Your translation should be written carefully on ANSWER SHEET2.(10points)There is a marked difference between the education which everyone 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 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;thepressure 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 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.SectionⅢWritingPart A51.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 give your opinions briefly andmake two or three suggestionsYou should write about100words.Do not sign your own name at the end of the e "Li Ming"instead.You do not need to write the address.Part B52.Directions:In your essay,you should1)describe the drawing briefly,2)explain its intended meaning,and then3)give your comments.You should write neatly on ANSHWER SHEET2.(20points)2009年全国硕士研究生入学统一考试答案详解Section I:Use of English(10points)1.【答案】[B]【解析】词义辨析题。

2009考研英语真题及答案解析2009年考研英语真题及答案解析2009年的考研英语真题是一次重要的考试，对考生们的英语水平进行了全面的考察。

本文将对2009年考研英语真题进行详细解析，并提供答案和解析，帮助考生更好地理解和应对考试。

一、阅读理解2009年的考研英语真题中，阅读理解部分占据了重要的位置。

这一部分主要考察考生的阅读能力和理解能力。

以下是真题中的一篇阅读材料及其答案解析。

阅读材料：In the United States, the social value of a college education has long been taken for granted. American parents expect their children to attend college, and college graduates have become the norm in the professional job market. Among the ten fastest-growing occupations, eight require an associate’s degree o r higher. In fact, experts predict that by 2008, about 90% of the fastest-growing jobs will require post-secondary education or vocational training.However, not all high school students are prepared for college-level work. Even those students who are academically prepared for college may not be able to afford it. Rising tuition (学费) has made college a luxury that is out of reach for many middle-income families.But cost is not the only reason a high school graduate might decide notto attend college. A university education is not appropriate or necessary forall careers. For example, vocational school or on-the-job training is often a better option for careers in the trades (工艺行业) or for those who want tobe business owners or operators. Some people simply choose not to go to college because they do not want to further their education in an academic setting.答案解析：1. According to the passage, what has become the norm in the professional job market in the United States?答案：College graduates.2. What does the author say about the fastest-growing occupations?答案：Eight out of ten of the fastest-growing occupations require a degree or higher education.3. Why do many high school graduates decide not to attend college?答案：The cost of college is one reason, and not all careers require a university education.通过对阅读材料的仔细阅读和理解，我们可以得出以上问题的答案。