英語階段3月測試題

—英考研教SectionI UseofEnglishSectionII ReadingComprehensionSectionIIISuggestions: .cn/frog5419b閱讀（周一——周五：段落+翻譯；周末：題目類型，做題攻略VIPSection UseofReadthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorD.(10points)Researchonanimalinligencealwaysmakesmewonderjusthowsmarthumansare.大1家thefruit-flyexperimentsdescribedinCarlZimmer'spieceintheScienceTimesonTuesday.Fruitflieswhoweretaughttobesmarterthantheaveragefruitfly大2家toliveshorterlives.Thissuggeststhat大3家bulbsburnlonger,thatthereisan大4家innotbeingtooterrificallyInligence,it大5家out,isahigh-pricedoption.Ittakesmoreupkeep,burnsmorefuelandisslow大6家thestartinglinebecauseitdependsonlearning—agradual大7家—insteadofinstinct.Plentyofotherspeciesareabletolearn,andoneofthethingsthey'veapparentlylearnediswhento大8.Isthereanadaptivevalueto大9家inligence?That'sthequestionbehindthisnewresearch.Ilikeit.Insteadofcastingawistfulglance大10家atallthespecieswe'veleftinthedustI.Q.-wise,itimplicitlyaskswhatthereal大11家ofourowninligencemightbe.Thisis大12家themindofeveryanimalI'veevermet.Researchonanimalinligencealsomakesmewonderwhatexperimentswould大13家onhumansiftheyhadthechanceEverycatwithanowner,大14,isrunningasmall-scalestudyinoperantconditioning.webelievethat大15家animalsranthelabs,theywouldtestusto大16家thelimitsofourpatience,ourfaithfulness,ourmemoryforterrain.Theywouldtrytodecidewhatinligenceinhumansisreally大1家7,notmerelyhowmuchofitthereis.大18,wouldhopetostudya大19家question:Arehumansactuallyawareoftheworldtheylivein?大20家theresultsareinconclusive. [A][B][C][D] [A][B][C][D] [A][B][C][D] [A][B][C][D] [A]insists[B]sums[C]turns[D]puts [A][B][C][D] [A][B][C][D] [A][B][C][D] [A][B][C][D]10.[A][B][C][D]11.[A][B][C][D]12.[A][B][C][D]13.[A][B][C][D]14.[A]by[B]in[C]as[D]for15.[A][B][C][D]16.[A] [C][D]17.[A][B][C][D]18.[A]Above[B]After[C][D]19.[A][B][C][D]20.[A]By[B]In[C]So[D]BetterSectionIIReadingPartReadthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.(40points)Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine."Notchoice,buthabitrulestheunreflectingherd,"WilliamWordsworthsaidinthe19thcentury.Intheever-changing21stcentury,eventheword"habit"carriesanegativeconnotation.Soitseemsantitheticaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelsynapticpaths,andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.Butdon'tbothertryingtokilloffoldhabits;oncethoserutsofprocedurearewornintothehippocampus,they'retheretostay.Instead,thenewhabitswedeliberayingrainintoourselvescreateparallelpathwaysthatcanbypassthoseoldroads."Thefirstthingneededforinnovationisafascinationwithwonder,"saysDawnaMarkova,authorof"TheOpenMind"andanexecutivechangeconsultantforProfessionalThinkingPartners."Butwearetaughtinsteadto'decide,'justasourcallshimself'theDecider.'"Sheadds,however,that"todecideistokilloffallpossibilitiesbutone.AgoodinnovationalthinkerisalwaysexploringthemanyotherAllofusworkthroughproblemsinwaysofwhichwe'reunaware,shesays.Researchersinthelate1960coveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:ytically,procedurally,relationally(orcollaboratively)andinnovatively.Atpuberty,however,thebrainshutsdownhalfofthatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.Thecurrentemphasisonstandardizedtestinghighlightsysisandprocedure,meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesofthought."ThisbreaksthemajorruleintheAmericanbeliefsystem—thatanyonecandoanything,"exinsM.J.Ryan,authorofthe2006book"ThisYearIWill..."andMs.Markova'sbusinesspartner."That'saliethatwehaveperpetuated,anditfosterscommonness.Knowingwhatyou'regoodatandngevenmoreofitcreatesexcellence."Thisiswheredevelonewhabitscomesin.TheviewofWordsworthhabitisclaimedbybeing A. B. C. D.Theresearchershavediscoveredthattheformationofhabitcanbe A. B. C. D."ruts"(inlineone,paragraph3)hasclosestmeaningto A. B. C. D.Ms.Markova'scommentssuggestthatthepracticeofstandardtesting A,preventsnewhabitsformbeingformedB,nolongeremphasizesC,maintainstheinherentAmericanthinkingmodelD,complieswiththeAmericanbeliefsystemRyanmostprobablyagreeideasarebornofarelaxinginnovativenesscouldbedecisivenessderivesfromfantasticcuriosityactivatescreativeItisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdom–oratleastconfirmthathe'sthekid'sdad.Allheneedstodoissour$30forpaternitytestingkit(PTK)athislocaldrugstore–andanother$120togettheresults.Morethan60,000peoplehavepurchasedthePTKssincetheyfirst availablewithoutprescriptionslastyears,accordingtoDougFog,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.MorethantwodozencompaniessellDNAtestsDirectlytothepublic,ranginginpricefromafewhundreddollarstomorethan$2500.Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheirbiologicalrelativesandlatestrageamanypassionategenealogists-andsupportsbusinessesthatoffertosearchforafamily'sgeographicroots.Mosttestsrequirecollectingcellsbywebbingsalivainthemouthandsendingittothefortesting.AlltestsrequireapotentialcandidatewithwhomtocompareDNA.Butsomeobserversareskeptical,"Thereisakindoffalseprecisionbeinghawkedbypeopleclaimingtheyarengancestrytesting,"saysTreyDuster,aNewYorkUniversitysociologist.Henotesthateachindividualhasmanyancestors-numberinginthehundredsjustafewcenturiesback.Yetmostancestrytestingonlyconsidersasinglelineage,eithertheYchromosomeinheritedthroughmeninafather'slineormitochondrialDNA,whichapasseddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,eventhough,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsor,fourgenerationsback,14othergreat-great-grandparents.Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared.Databasesusedbysomecompaniesdon'trelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemaydifferdependingonthethatprocessestheresults.Inaddition,thecomputerprogramsausestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideInparagraphs1and2,thetextshowsPTK's easyflexibilityinsuccessfulpopularitywithPTKisusedto locateone'sbirthpromotegeneticidentifyparent-childchoosechildrenforSkepticalobserversbelievethatancestrytestingfails tracedistantrebuildreliablefullyusegeneticachievetheclaimedInthelastparagraph,aproblemcommercialgenetictestingfaces disorganizeddataoverlapdatabaseexcessivesamplelackofpatentAnappropriatetitleforthetextismostlikelyto ForsandAgainstsofDNADNAtestingandIt'sDNAtestingoutsidetheliesbehindDNATherelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalikeprogressinbothareaisundoubtedlynecessaryforthesocial,politicalandinlectualdevelopmentoftheseandallothersocieties;however,theconventionalviewthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.Wearefortunatethatisit,becauseneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicalhigherproductivityand,asaresult,radicallyhigherstandardsofliving.Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,withthecountryenteringarecessingandJapanatitspre-bubblepeak.TheU.S.workwasderidedaspoorlyeducatedandoneofprimarycauseofthepoorU.S.economicperformance.Japanwas,andremains,thegloballeaderinautomotive-andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterparts--aresultofthetrainingthatU.S.workersreceivedontheMorerecently,whileexamininghousingconstruction,theresearchersdiscoveredthatillite,non-English-speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustry'swork.Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehavetothatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhenernmentsdon'tit.Afterall,that'showeducationgotstarted.Whenourancestorswerehuntersandgatherers10,000yearsago,theydidn'thavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.Aseducationimproved,humanity'sproductivitypotential,theycouldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackofformaleducation,however,doesn'tconstraintheabilityofthedeveloworld'sworktosubstantiallyimproveproductivityfortheedfuture.Onthecontrary,constraintsonimprovingproductivityexinwhyeducationisn'tdevelomorequicklytherethanitTheauthorholdsinparagraph1thattheimportantofeducationinpoor issubjectgroundlesshasfallenvictimofisconventionalhasbeenItisstatedinparagraph1thatconstructionofaneweducation challengeseconomistsandtakeseffortsofdemandspriorityfromtherequiressufficientlaborAmajordifferencebetweentheJapaneseandU.Sworksisthat theJapaneseworkisbettertheJapaneseworkismoretheU.SworkhasabettertheU.SworkismoreTheauthorquotestheexampleofourancestorstoshowthateducation whenpeoplehadenoughpriortobetterwaysoffindingwhenpeopleonlongerwentasaresultofpressureonAccordingtothelastparagraph,developmentofeducation resultsdirectlyfromcompetitivedoesnotdependoneconomicfollowsimprovedcannotaffordpoliticalThemostthoroughlystudiedinthehistoryofthenewworldaretheministersandpoliticalleadersofseventeenth-centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy,nowhereelseincolonialAmericawas"Somuchimportantattachedtoinlectualpursuits"Accordingtomanybooksandarticles,NewEngland'sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominantPuritantraditioninAmericaninlectuallife.TotakethisapproachtotheNewEnglandersnormallymeantostartwiththePuritans'theologicalinnovationsandtheirdistinctiveideasaboutthechurch-importantsubjectsthatwemaynotneglect.Butinkeewithourexaminationofsoutherninlectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeancultureadjustingtoNewworldcircumstances.TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandTheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.`BesidestheninetyorsolearnedministerswhocametoMassachusettschurchinthedecadeafter1629,TherewerepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehejourneyedtoBoston.Theremenwroteandpublishedextensively,reachingbothNewWorldandOldWorldaudiences,andgivingNewEnglandanatmosphereofinlectualWhilefewcraftsmenorfarmers,letalonedependentsandservants,leftliryAtailornamedJohnDane,whoemigratedinthelate1630s,leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.ualconfusion,economicfrustrations,andreligioushope-allnametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthefirstlinehesawwouldsettlehisfate,andreadthemagicalwords:"comeoutfromamongthem,touchnouncleanthing,andIwillbeyourGodandyoushallbemypeople."OnewonderswhatDanethoughtofthecarefulsermonsexiningtheBiblethatheheardinpuritanchurched.Meanwhile,manysettleshadslighterreligiouscommitmentsthanDane's,asoneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewworldforreligion."Ourmainendwastocatchfish."Theauthornotesthatintheseventeenth-centuryNew PuritantraditiondominatedpoliticalinlectualinterestswerePoliticsbenefitedmuchfrominlectualinlectualpursuitsenjoyedaliberalItissuggestedinparagraph2thatNew experiencedacomparativelypeacefulearlybroughtwiththemthecultureoftheOldpaidlittleattentiontosoutherninlectualwereobsessedwithreligiousTheearlyministersandpoliticalleadersinMassachusetts werefamousintheNewWorldfortheirgainedincreasingimportanceinreligiousabandonedhighpositionsbeforecomingtotheNewcreatedanewinlectualatmosphereinNewThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswere influencedbytroubledwithreligiouspuzzledbychurchfrustratedwithfamilyThetextsuggeststhatearlysettlersinNew weremostlyengagedinpoliticalweremotivatedbyanillusorycamefromdifferentleftfewformalrecordsforlaterPartBDirections:Inthefollowingtext,somesentenceshavebeenremoved.ForQuestions(41-45),choosethemostsuitableonefromthelistA-Gtofitintoeachofthenumberedblank.Therearetwoextrachoices,whichdonotfitinanyofthegaps.(10points)CoincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedbyBritishnaturalistCharlesDarwininthe1860s,BritishsocialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicalandculturalevolution.Spencerarguedthatallworldlyphenomena,includinghumansocieties,changedovertime,advancingtowardperfection.41. AmericansocialscientistLewisHenryMorganintroducedanothertheoryofculturalevolutioninthelate1800s.Morgan,alongwithTylor,wasoneofthefoundersofmodernanthropology.Inhiswork,heattemptedtoshowhowallaspectsofculturechangedtogetherintheevolutionofsocieties.42. Intheearly1900sinNorthAmerica,German-bornAmericananthropologistFranzBoasdevelopedanewtheoryofcultureknownashistoricalparticularism.Historicalparticularism,whichemphasizedtheuniquenessofallcultures,gavenewdirectiontoanthropology.43. Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofauniquehistoryandnotasoneofmanyculturesbelongingtoabroaderevolutionarystageortypeofculture.44. HistoricalparticularismbecameadominantapproachtothestudyofcultureinAmericananthropology,largelythroughtheinfluenceofmanystudentsofBoas.Butanumberofanthropologistsintheearly1900salsorejectedtheparticularisttheoryofcultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportantculturalachievementtotheinventionsofafew,especiallygiftedpeoplesthat,accordingtodiffusionists,thenspreadtoothercultures.45. Alsointheearly1900s,FrenchsociologistéDurkheimdevelopedaofculturethatwouldgreatlyinfluenceanthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinsocialsolidarity.Aninterestintherelationshipbetweenthefunctionofsocietyandculture—knownasfunctionalism—becameamajorthemeinEuropean,andespeciallyBritish,anthropology.Otheranthropologistsbelievedthatculturalinnovations,suchasinventions,hadasingleoriginandpassedfromsocietytosociety.ThistheorywasknownasInordertostudyparticularculturesascompleyaspossible,Boasbecameskilledinlinguistics,thestudyoflanguages,andinphysicalanthropology,thestudyofhumanbiologyandanatomy.Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe"survivalofthefittest,"inwhichweakerracesandsocietiesmusteventuallyberecedbystronger,moreadvancedracesandsocieties.Theyalsofocusedonimportantritualsthatappearedtopreserveapeople'ssocialstructure,suchasinitiationceremoniesthatformallysignifychildren'sentranceintoadulthood.ofmarriage,categoriesofkinship,ownershipofproperty,formsofernment,technology,andsystemsoffoodproduction,allchangedassocietiesevolved.Supportersofthetheoryviewedasacollectionofintegratedpartsthatworktogethertokeepasocietyfunctioning.Forexample,BritishanthropologistsGraftonElliotSmithandW.J.Perryincorrectlysuggested,onthebasisofinadequateinformation,thatfarming,potterymaking,andmetallurgyalloriginatedinancientEgyptanddiffusedthroughouttheworld.Infact,alloftheseculturaldevelopmentsoccurredseparayatdifferenttimesinmanypartsoftheworld.PartCReadthefollowingtextcarefullyandthentranslatetheunderlinedsegments.(10Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothers,andthedeliberateeducatingoftheyoung.Intheformercasetheeducationisal;itisnaturalandimportant,butitisnottheexpressreasonoftheassociation.(46)Itmaybesaidthatthemeasureoftheworthofanysocialinstitutionisitseffectinenlargingandimprovingexperience;butthiseffectisnotapartofitsoriginalmotive.Religiousassociationsbegan,forexample,inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesiretogratifyappetitesandsecurefamilyperpetuity;systematiclabor,forthemostpart,becauseofenslavementtoothers,etc.(47)Onlygraduall