2009考研英語真題英語一閱讀部分

2009年Text1①Habitsareafunnything.②Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine.③“Notchoice,buthabitrulestheunreflectingherd,”WilliamWordsworthsaidinthe19thcentury.④Intheever-changing21stcentury,eventheword“habit”carriesanegativeimplication.①Soitseemsparadoxicaltotalkabouthabitsinthesamecontextascreativityandinnovation.②Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelpaths,andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.①Ratherthandismissingourselvesasunchangeablecreaturesofhabit,wecaninsteaddirectourownchangebyconsciouslydevelopingnewhabits.②Infact,themorenewthingswetry—themorewestepoutsideourcomfortzone—themoreinherentlycreativewebecome,bothintheworkplaceandinourpersonallives.①Butdon'tbothertryingtokilloffoldhabits；oncethoserutsofprocedurearewornintothebrain,they'retheretostay.②Instead,thenewhabitswedeliberatelypressintoourselvescreateparallelpathwaysthatcanbypassthoseoldroads.firstthingneededforinnovationisafascinationwithDawnaMarkova,authorofTheOpenMind.wearetaughtinsteadjustasourpresidentcalls③Sheadds,however,that“todecideistokilloffallpossibilitiesbutone.④Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities.”①Allofusworkthroughproblemsinwaysofwhichwe'reunaware,shesays.②Researchersinthelate1960sdiscoveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:analytically,procedurally,relationally(orcollaboratively)andinnovatively.③Attheendofadolescence,however,thebrainshutsdownhalfofthatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.①Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesofthought. ②“ThisbreaksthemajorruleintheAmericanbeliefsystem—thatanyonecandoanything,”explainsM.J.Ryan,authorofthe2006bookThisYearIWill...andMs.Markova'sbusinesspartner. ③“That'saliethatwehaveperpetuated,anditfosterscommonness.④Knowingwhatyou'regoodatanddoingevenmoreofitcreatesexcellence.”⑤Thisiswheredevelopingnewhabitscomesin.2009年InWordsworth'scharacterizedbybeing .casualfamiliarmechanicalchangeableBrainresearchershavediscoveredthattheformationofnewhabitscanbe .predictedregulatedtracedguidedTheword“ruts”(Para.4)isclosestinmeaningto .tracksseriescharacteristicsconnectionsDawnaMarkovawouldmostprobablyagreethat .ideasarebornofarelaxingmindinnovativenesscouldbetaughtdecisivenessderivesfromfantasticideascuriosityactivatescreativemindsRyan'scommentssuggestthatthepracticeofstandardizedtesting .preventsnewhabitsformbeingformednolongeremphasizescommonnessmaintainstheinherentAmericanthinkingmodecomplieswiththeAmericanbeliefsystem2009年Text2①Itisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdom—oratleastconfirmthathe'sthekid'sdad. ②Allheneedstodoisshellout$30forapaternitytesting(PTK)athislocaldrugstore—andanother$120togettheresults.①Morethan60,000peoplehavepurchasedthePTKssincetheyfirstbecameavailablewithoutprescriptionslastyear,accordingtoDougFogg,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.②MorethantwodozencompaniessellDNAtests directlytothepublic,ranginginpricefromafewhundreddollarstomorethan$2,500.①Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheirbiologicalrelativesandfamiliescanusetotrackdownkidsputupforadoption. ②DNAtestingisalsothelatestrageamongpassionategenealogists—andsupportsbusinessesthatoffertosearchforafamily'sgeographicroots.①Mosttestsrequirecollectingcellsbyswabbingsalivainthemouthandsendingittothecompanyfortesting.②AlltestsrequireapotentialcandidatewithwhomtocompareDNA.①Butsomeobserversareskeptical.②“There'sakindoffalseprecisionbeinghawkedbypeopleclaimingtheyaredoingancestrytesting,”saysTroyDuster,aNewYorkUniversitysociologist.③Henotesthateachindividualhasmanyancestors—numberinginthehundredsjustafewcenturiesback. ④Yetancestrytestingonlyconsidersasinglelineage,eithertheYchromosomeinheritedthroughmeninafather'slineormitochondrialDNA,whichispasseddownonlyfrommothers.⑤ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,eventhough,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsor,fourgenerationsback,14othergreat-great-grandparents.①Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared. ②Databasesusedbysomecompaniesdon'trelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects. ③ThismeansthataDNAdatabasemayhavealotofdatafromsomeregionsandnotothers,soaperson'stestresultsmaydifferdependingonthecompanythatprocessestheresults.④Inaddition,thecomputerprogramsacompanyusestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideevaluation.2009年InParagraphs1and2,thetextshowsPTK's .easyavailabilityflexibilityinpricingsuccessfulpromotionpopularitywithhouseholds27.PTKisusedto locateone'sbirthplacepromotegeneticresearchidentifyparent-childkinshipchoosechildrenforadoptionSkepticalobserversbelievethatancestrytestingfailsto .tracedistantancestorsrebuildreliablebloodlinesfullyusegeneticinformationachievetheclaimedaccuracyInthelastparagraph,aproblemcommercialgenetictestingfacesis .disorganizeddatacollectionoverlappingdatabasebuildingexcessivesamplecomparisonlackofpatentevaluationAnappropriatetitleforthetextismostlikelytobe .ForsandAgainstsofDNATestingDNATestingandItsProblemsDNATestingOutsidetheLabLiesBehindDNATesting2009年Text3①Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalike.②Progressinbothareasisundoubtedlynecessaryforthesocial,politicalandintellectualdevelopmentoftheseandallothersocieties；however,theconventionalthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.③Wearefortunatethatitis,becausebuildingneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.④Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicallyhigherproductivityand,asaresult,radicallyhigherstandardsofliving.①Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.②Notlongago,withthecountryenteringarecessionandJapanatitspre-bubblepeak,theU.S.workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthepoorU.S.economicperformance. ③Japanwas,andremains,thegloballeaderinautomotive-assemblyproductivity.④YettheresearchrevealedthattheU.S.factoriesofHonda,Nissan,andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterparts resultofthetrainingthatU.S.workersreceivedonthejob.①Morerecently,whileexamininghousingconstruction,theresearchersdiscoveredthatilliterate,non-English-speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustry'swork.①Whatistherealrelationshipbetweeneducationandeconomicdevelopment? ②Wehavetosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdon'tforceit.③Afterall,that'showeducationgotstarted. ④Whenourancestorswerehuntersandgatherers10,000yearsago,theydidn'thavetimetowondermuchaboutanythingbesidesfindingfood.⑤Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.①Aseducationimproved,humanity'sproductivitypotentialincreasedaswell. ②Whenthecompetitiveenvironmentpushedourancestorstoachievethatpotential,theycouldinturnaffordmoreeducation. increasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance. ④Thuspoorcountriesmightnot beabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.⑤Alackofformaleducation,however,doesn'tconstraintheabilityofthedevelopingworld'sworkforcetosubstantiallyimproveproductivityfortheforeseeablefuture.⑥Onthecontrary,constraintsonimprovingproductivityexplainwhyeducationisn'tdevelopingmorequicklytherethanitis.2009年TheauthorholdsinParagraph1thattheimportanceofeducationinpoorcountries .issubjecttogroundlessdoubtshasfallenvictimofbiasisconventionallydowngradedhasbeenoverestimatedItisstatedinParagraph1thattheconstructionofaneweducationalsystem .challengeseconomistsandpoliticianstakeseffortsofgenerationsdemandspriorityfromthegovernmentrequiressufficientlaborforce33.AmajordifferencebetweentheJapaneseandU.S.workforcesisthat .theJapaneseworkforceisbetterdisciplinedtheJapaneseworkforceismoreproductivetheU.S.workforcehasabettereducationtheU.S.workforceismoreorganizedTheauthorquotestheexampleofourancestorstoshowthateducationemerged .whenpeoplehadenoughtimepriortobetterwaysoffindingfoodwhenpeoplenolongerwenthungryasaresultofpressureongovernmentAccordingtothelastparagraph,developmentofeducation .resultsdirectlyfromcompetitiveenvironmentsdoesnotdependoneconomicperformancefollowsimprovedproductivitycannotaffordpoliticalchanges2009年Text4①ThemostthoroughlystudiedintellectualsinthehistoryoftheNewWorldaretheministersandpoliticalleadersofseventeenth-centuryNewEngland.②AccordingtothestandardhistoryofAmericanphilosophy,nowhereelseincolonialAmericamuchimportanceattachedtointellectualpursuits.”③Accordingtomanybooksandarticles,NewEngland'sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominantPuritantraditioninAmericanintellectuallife.①TotakethisapproachtotheNewEnglandersnormallymeanstostartwiththePuritans'theologicalinnovationsandtheirdistinctiveideasaboutthechurch—importantsubjectsthatwemaynotneglect. inkeepingwithourexaminationofsouthernintellectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeanculture,adjustingtoNewWorldcircumstances.③TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.①TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.②BesidestheninetyorsolearnedministerswhocametoMassachusettschurchesinthedecadeafter1629,therewerepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehejourneyedtoBoston.③Thesemenwroteandpublishedextensively,reachingbothNewWorldandOldWorldaudiences,andgivingNewEnglandanatmosphereofintellectualearnestness.①Weshouldnotforget,however,thatmostNewEnglanderswerelesswelleducated.②Whilefewcraftsmenorfarmers,letalonedependentsandservants,leftliterarycompositionstobeanalyzed,itisobviousthattheirviewswerelessfullyintellectualized.③Theirthinkingoftenhadatraditionalsuperstitiousquality.④AtailornamedJohnDane,whoemigratedinthelate1630s,leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.⑤Sexualconfusion,economicfrustrations,andreligioushopecametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthatthefirstlinehesawwouldsettlehisfate,andreadthemagicalwords:“Comeoutfromamongthem,touchnouncleanthing,andIwillbeyourGodandyoushallbemypeople.”⑥OnewonderswhatDanethoughtofthecarefulsermonsexplainingtheBiblethathehe