2022年研究生入學(xué)考試英語(yǔ)試題

1、全國(guó)碩士碩士入學(xué)考試英語(yǔ)試題Section 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 Zi

2、mmers 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 u

3、pkeep, burns more fuel and is slow 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 theyve apparently learned is when to 8 . Is there an adaptive value to 9 intelligence? Thats the question behind

4、this new research. I like it. Instead of casting a wistful glance 10 at all the species weve 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 Ive ever met. Research on animal intelligence also makes me wonder what e

5、xperiments 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 t

6、o 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 threate

7、ned3.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 diff

8、erent10.A upward B forward C afterward D backward11. A features B influences Cresults Dcosts12. A outside B on Cby Dacross13. A deliver B carry Cperform Dapply14. A by chance B in contrast Cas usual Dfor instance15. A if B unless Cas Dlest16. A moderate B overcome Cdetermine Dreach17. A at B for Caf

9、ter Dwith18. A Above all B After all CHowever DOtherwise19. A fundamental B comprehensive Cequivalent Dhostile20. 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, o

10、r 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 familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th

11、century. In the ever-changing 21st 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,

12、 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 out

13、side our comfort zone-the more inherently creative we become, both in the workplace and in our personal lives.But dont bother trying to kill off old habits; once those ruts of procedure are worn into the brain, theyre there to stay. Instead, the new habits we deliberately press into ourselves create

14、 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

15、 off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which were unaware, she says. Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primar

16、y 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

17、standardized testing highlights analysis and procedure, meaning that few of us inherently use over 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 book This year will and Ms. Ma

18、rkovas business partner. “Thats a lie that we have perpetuated, and it fosters commonness. Knowing what youre good at and doing even more of it creates excellence.” This is where developing new habits comes in.21.In Wordsworths view, “habits” is characterized by being A. casual B. familiar C. mechan

19、ical D. changeable22.Brain researchers have discovered that the formation of new habits can be A. predicted B. regulated C. traced D. guided23.The word “ruts” (line 1, paragraph 4) is closest in meaning to A. tracks B. series C. characteristics D. connections24.Dawna Markova would most probably agre

20、e 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.Ryans comments suggest that the practice of standard testing A. prevents new habits form being formed B. no longer emphasizes commonness

21、C. maintains the inherent American thinking mode 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 hes the kids dad. All he needs to do is shell out $30 for a paternity test

22、ing 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 Fogg, chief operating officer of Identigene, which makes the over-the-counter kits. More than

23、 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 adop

24、tion. DNA testing is also the latest rage among passionate genealogists-and supports businesses that offer to search for a familys 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 w

25、ith 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 c

26、enturies back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a fathers 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, ju

27、st 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 dont re

28、ly 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 no

29、t subjectto peer review or outside evaluation.26. In paragraphs 1 and 2 , the text shows PTKs _.Aeasy availabilityBflexibility in pricingCsuccessful promotionDpopularity with households27. PTK is used to _.Alocate ones birth placeBpromote genetic researchCidentify parent-child kinshipDchoose childre

30、n for adoption28. Skeptical observers believe that ancestry testing fails to _.Atrace distant ancestorsBrebuild reliable bloodlinesCfully use genetic informationDachieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is _.Adisorganized data collectionBoverl

31、apping database buildingCexcessive sample comparisonDlack of patent evaluation30. An appropriate title for the text is most likely to be _.AFors and Against of DNA TestingBDNA testing and Its problemsCDNA testing outside the labDLies behind DNA testingText 3The relationship between formal education

32、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 th

33、e 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

34、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 countr

35、y entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the 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. facto

36、ries of Honda, Nissan, and Toyota achieved about 95percent 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 wor

37、kers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industrys work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education

38、 even when governments dont force it. After all, thats how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didnt 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

39、for other things.As education improved, humanitys 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 sufficie

40、nt, 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, doesnt constrain the

41、ability of the developing worlds workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isnt developing more quickly there than it is.31. The author holds in paragraph 1 that the importance of education

42、 in poor countries _.Ais subject groundless doubtsBhas fallen victim of biasCis conventionally downgradedDhas been overestimated32. It is stated in paragraph 1 that construction of a new educational system_.Achallenges economists and politiciansBtakes efforts of generationsCdemands priority from the

43、 governmentDrequires sufficient labor force33. A major difference between the Japanese and U.S workforces is that_.Athe Japanese workforce is better disciplinedBthe Japanese workforce is more productiveCthe U.S workforce has a better educationDthe U.S workforce is more organize34. The author quotes

44、the example of our ancestors to show that education emerged_.Awhen people had enough timeBprior to better ways of finding foodCwhen people on longer went hungryDas a result of pressure on government35. According to the last paragraph, development of education_.Aresults directly from competitive envi

45、ronmentsBdoes not depend on economic performanceCfollows improved productivityDcannot 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 the standard history

46、of American philosophy, nowhere else in colonial America was “so much importance attached to intellectual pursuits.” According to many books and articles, New Englands leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To

47、 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 Puritan

48、s 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

49、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

50、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 i

51、s obvious that their views were less fully intellectualized. 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,

52、 and religious hopeall 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 wonders what Dan

53、e thought of the careful sermons explaining the Bible that he heard in puritan churches.Meanwhile, many settlers had slighter religious commitments than Danes, 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

54、was to catch fish.”36. The author holds that in the seventeenth-century New England _.APuritan tradition dominated political life.Bintellectual interests were encouraged.CPolitics benefited much from intellectual endeavors.Dintellectual pursuits enjoyed a liberal environment.37. It is suggested in P

55、aragraph 2 that New Englanders _.Aexperienced a comparatively peaceful early history.Bbrought with them the culture of the Old World.Cpaid little attention to southern intellectual life.Dwere obsessed with religious innovations.38. The early minister and political leaders in Massachusetts Bay _.Awer

56、e famous in the New World for their writingsBgained increasing importance in religious affairsCabandoned high positions before coming to the New WorldDcreated a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often _.Ainfluenced

57、by superstitionsBtroubled with religious beliefsCpuzzled by church sermonsDfrustrated with family earnings40. The text suggests that early settlers in New England _.Awere mostly engaged in political activitiesBwere motivated by an illusory prospectCcame from different intellectual backgroundsDleft f

58、ew 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 blanks. There are two extra choices, which do not fit in any of the blanks

59、. 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 t

60、hat all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41 _.American social scientists Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan helped found modern anthropology the scientific study of human societies,